A Fuzzy Logic-Driven System for Interpretable and Behavior-Aware Student Assessment: E-Teacher Assistant Case Study

This study presents an adaptive learning framework that integrates fuzzy logic and learning analytics to support personalized education and multi-factor student assessment. The proposed system combines cognitive and behavioral indicators to provide an interpretable representation of the learner’s state within a dynamic digital learning environment. The architecture is based on adaptive learner modeling and classroom-level monitoring mechanisms, enabling personalized guidance, adaptive content sequencing, and continuous performance monitoring at both individual and classroom levels. A core contribution of the approach is a fuzzy logic-based evaluation mechanism that aggregates multiple signals, including quiz performance, time spent on theory, help-seeking behavior, and system interaction patterns. These inputs are transformed into fuzzy sets and combined through inference rules to produce interpretable learning level estimates aligned with Bloom’s taxonomy. The approach is grounded in Vygotsky’s Zone of Proximal Development, supporting adaptive scaffolding and targeted instructional interventions. The evaluation results demonstrate a strong correlation between the model outputs and conventional exam performance (r ≈ 0.91), while exhibiting reduced variability (SD ≈ 0.15 compared to SD ≈ 0.20), indicating a more stable representation of learner performance. Furthermore, statistical analysis confirms that the differences between traditional and model-based scores are significant (p < 0.01), suggesting that the proposed approach captures additional dimensions of learner behavior beyond conventional grading metrics. Overall, the findings indicate that integrating fuzzy reasoning with behavioral analytics enables a more interpretable, stable, and pedagogically grounded approach to learner assessment, supporting adaptive and interpretable personalized learning.