Skip to main content

What are the comparative advantages of the EDUBOT interface vs. other platforms?

Compared to other interfaces or platforms methodologies, the use of EDUBOT interface has many advantages:

  • application of AI ​​
    the AI helps the student 24/7
  • ideal structure for blended learning methodology
    EDUBOT interface has a structure which make it ideal for practicing blended learning methodology (by creating adaptive learning routes and clusters).
  • individualization
    This methodology enables the students to progress with the learning and practice of the curriculum in accordance with their individual abilities and knowledge level.
  • efficient
    The EDUBOT interface can be used to prevent a student from getting bored during class or losing interest, as students individually follow different routes while learning and practicing the course material, according to the pace at which they understand and practice the given course material. In the same way, by using the interface, it is possible to prevent a student from falling behind his peers if he understands a part of the curriculum more difficult or slower, since thanks to adaptive learning, he can progress at his own pace, practice the problematic part of the curriculum, and possibly use materials that help understanding.
  • creating adaptive routes
    The interface is suitable for creating adaptive routes, so learning routes suitable for all students can be created. On most online learning platforms, all students follow the same route. They do the same tasks, the same number of tasks from a certain part of the curriculum, but the EDUBOT interface is meant to promote individualization meanwhile it is also suitable for creating linear learning routes.
  • continuous feedback for the student
    The interface is suitable for the routes to be designed in such a way that if a student solves a task incorrectly, another practice task has to be solved, and if in this case he or she encounters difficulties, various forms of support materials - pdf file, video, etc. - will help the student to get an explanation for understanding and mastering the course material. In this way, the student also receives immediate feedback if a typical task or if a part of the course material has not been mastered or has not been mastered properly, and even receives immediate help at the same time.
  • continuous feedback for the teacher
    With a few clicks, the teacher can see how much time a given student spent on a specific part of the curriculum, how quickly he completed which task, how much time a student spent viewing materials explaining the curriculum. On the interface, the user (teacher) can also see whether the course material caused difficulties for the students because they did not spend enough time reviewing or processing the material or because they did not looked at the supporting materials, or they would need more practice or other explanations.
    The teacher can also see how much time a particular member of the group spent on the given route in relation to the group. The diagram below shows such a statement. The blue color shows the average learning time of the group, while the red shows the time spent by the group member on each route.
continuous feedback for the teachercontinuous feedback for the teacher
  • immediate help with problematic parts of the curriculum
    One of the advantages of adaptive teaching is that students follow their own, independent learning route, which means that the parts of the curriculum that are easier for the students can be completed sooner, while the parts of the curriculum that prove to be more difficult for students, video and other explanations and additional help are available. which means that if a student has a problem with one type of task, it can be given a similar practice task, or if they cannot solve that, helpful materials, pdfs or explanatory videos can be included in the route.


From the statistics the teacher can see how much time the given student spends on each part of the curriculum, as well as which part of the curriculum causes problems for the given student compared to the group.
The teacher can also view the student's performance in relation to the individual routes, in relation to the group average. From this, the teacher can also see what the performance of the given student is made up of, which routes cause difficulties, and in which ones the student performs better compared to the group average.
These statements and reports can also be of great help to teachers when classifying students into clusters for the face to face lessons, as they can classify students into a specific cluster based on which parts of the curriculum cause them difficulty.