Beata Orosz

57215308595

Publications - 4

Supporting the Pedagogical Assessment Process in Educational Institutions with Social Background Data Analysis and WTCAi System Integration

Beata Orosz Eniko Nagy Jozsef Cserko Karl Eva Gyorgy Molnar

Publication Name: Proceedings of the International Symposium on Applied Machine Intelligence and Informatics Sami

Publication Date: 2025-01-01

Volume: Unknown

Issue: Unknown

Page Range: 71-76

Description:

Primary educational institutions aim to prepare children for further education and successful integration into the workforce. To consistently achieve this, they must meet the demands and expectations imposed by the constantly changing economic and social environments. Research shows that applying a constructive pedagogical approach is the most successful path, best fitting the expectations above. An essential and integral part of the educational process is the pedagogical supervision and evaluation procedure, aimed to assess performance and improve and support the learning process. A sad feature of the current system is that it needs to support individual learning paths sufficiently. Additionally, communication issues arising from the generational gap between teachers and students jeopardize the validity of the assessment tools. Educational institutions' advancement and continuous development can only be realized if the pedagogical supervision and evaluation system progresses and evolves to meet new challenges. Our research aims to develop such a method. We are working on creating a complex evaluation method supported by artificial intelligence (WTCAi – When The Child Ask with AI), which suggests appropriate items for assessment and evaluation to subject teachers. To achieve our main objective, we have planned to collect additional social background data from our students. Through analyzing these data, we hope to uncover numerous correlations that significantly influence the obtained data and results, thereby steering the development of the supervision-evaluation system in the most appropriate direction.

Open Access: Yes

DOI: 10.1109/SAMI63904.2025.10883326

The Economic and Educational Imprints of Digital Transformation - Or the Evolution of Digitalisation

Beata Orosz Gyorgy Molnar

Publication Name: Iccc 2022 IEEE 10th Jubilee International Conference on Computational Cybernetics and Cyber Medical Systems Proceedings

Publication Date: 2022-01-01

Volume: Unknown

Issue: Unknown

Page Range: 293-298

Description:

As a major global process, digitalisation is a leading part of almost all aspects of our daily lives. Its impact is clearly felt in the social, economic, and educational sphere and our lifestyle as well. Our traditional world is increasingly converted into digital dimensions, where the process of knowledge acquisition can be significantly accelerated if we can harness the positive aspects of digitalisation. In order to understand how digitalisation can have such a profound impact on our daily lives and transform our world, it is important to briefly describe the main stages of development, the different interpretations of Industry 4.0, Industry 4.5 and digitalisation, and then illustrate the current situation with social and economic examples. We will also point out some important digitalisation-related metrics, referring to the importance of digital competences.

Open Access: Yes

DOI: 10.1109/ICCC202255925.2022.9922775

Possibilities and Challenges of Monitoring and Evaluating Digital Education in Electronic Environments from a Pedagogical and Technological Perspective

Zoltan Balogh Jan Francisti Beata Orosz Kristian Fodor Jozsef Cserko Brigitta Balazs Gyorgy Molnar

Publication Name: Sami 2022 IEEE 20th Jubilee World Symposium on Applied Machine Intelligence and Informatics Proceedings

Publication Date: 2022-01-01

Volume: Unknown

Issue: Unknown

Page Range: 69-72

Description:

PREFACE The use of various digital and smart devices and systems has also become more and more part of people's daily lives, with the emergence of the human-machine interface as a tool to help them work in various activities. Digitalisation is one of the most significant trends and tendencies of our time, and can be seen as the next step in globalisation [1]. Media literacy is an umbrella term, similar to ICT [2] and new media phenomena have become increasingly visible. Digital technology-enhanced literacy, mediated by ICT systems, is thus playing an increasingly important role, with a growing impact on society, the economy and education, and its transformative effects. The essence of these phenomena is that the new cultural form is created and exists on a digital platform [3].Mobile technology, ambient intelligence, digital games, big data-based technologies and algorithms are an integral part of this world [4]. The study and systematisation of the digital transformative effects of all these phenomena is becoming increasingly vital and has a growing impact on the learning process. On the one hand, the process of digitalisation serves as an internal driving force for digital work-based educational processes, and on the other hand, it represents a major challenge for the different actors in educational systems and for learners.

Open Access: Yes

DOI: 10.1109/SAMI54271.2022.9780733

Opportunities and Solutions for Developing Core Skills and STEM Competencies in Higher Education

Beata Orosz Eniko Nagy Karl Eva Gyorgy Molnar

Publication Name: Lecture Notes in Networks and Systems

Publication Date: 2026-01-01

Volume: 1849 LNNS

Issue: Unknown

Page Range: 245-255

Description:

The presence of artificial intelligence (AI) and machine learning (ML) in higher education is no longer merely a technological novelty. It is increasingly becoming an issue of educational organisation and pedagogy. Functions such as designing adaptive learning pathways, predicting student performance, and providing automated feedback can enhance the efficiency of instruction and support students’ personal development. AI-based systems such as chatbots, automated assessment platforms, or intelligent tutoring applications can analyse learner data in real-time, offering tailored support to instructors and students. This becomes especially valuable when the goal is not only the transmission of knowledge but also its deeper understanding and long-term retention. At the same time, technology is not a cure-all. The use of intelligent systems raises several new challenges, including concerns about data protection, technical flexibility, and the redefinition of the teacher-student relationship. Drawing on insights from the WTCAi research, this paper presents development directions to ensure AI systems do not function as isolated educational units but as integrated solutions that align with existing curricula [9, 10]. In this context, artificial intelligence appears as a tool and a new educational perspective. It supports a learning culture that places student autonomy, personalised learning, and pedagogical flexibility at its centre.

Open Access: Yes

DOI: 10.1007/978-3-032-18891-5_21