The proliferation of Massive Open Online Courses (MOOCs) has created an urgent need for advanced course recommendation systems (RS). Course recommendations in MOOCs require transparent motivations to justify course selection, as there are often many courses with the same title, but which vary widely in content, duration, learning resources provided, and the academic authority of the instructor. Explainable recommendations are crucial to ensure that recommended courses fit well with learners’ needs and increase the chance of successful course completion, but unfortunately existing RS for MOOCs struggle to provide explainable recommendations. In this article, we present KnowPath , a novel RS for MOOCs, which generates effective and explainable recommendations. KnowPath uses open source Large Language Models (LLMs) to construct knowledge graphs (KGs) capable of accurately capturing complex relationships between MOOC entities (e.g., learners, instructors, educational resources) and employs Reinforcement Learning to align the output of an LLM with learner preferences. Extensive experiments on two public datasets (XueTang and COCO) demonstrate the superior performance and generalizability of KnowPath , underlining its potential to revolutionize the field of personalized online education.

With the continuous development and deepening of educational informatization, society has increasingly recognized the application of digital learning media and platform in the classroom. As one of the important means of modern educational informationization, e-Schoolbag has exerted great influence on both students and teachers. In order to understand the effect of e-Schoolbag on student's growth from the perspective of personal learning and thinking skills, this study chooses 26688 students in city S district M as the research object. The analysis is from the independent learning, creative thinking, reflective learning, cooperative learning, Self-management and effective participation of these five aspects. At the same time, the study also compared the influence of different learning period and gender. The results show that the use of e-Schoolbag has different effects on the five dimensions of students. In the group of primary school students who use e-Schoolbags, gender difference also affects the influence of e-Schoolbags on students' personal learning and thinking skills.

As one of the core competitiveness in the 21st century, information literacy has attracted more and more attention of the educators all over the world. However, limited empirical research focused factors that affect students’ information literacy proficiency in educational practices. This paper reported a case study of a three-year e-schoolbag project in M District of Shanghai and explored the impacts of the e-schoolbag learning on students' information literacy proficiency. We conducted a questionnaire on students’ applications of e-school bag and information literacy proficiency, and received 4002 valid responses. The independent-sample T-test results showed that the use of e-schoolbag had a positive impact on the students' information literacy proficiency, and among the students who used the eschoolbag, there was a significant difference between male and female students on information literacy proficiency.