EduBridge

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Product Details

Name

EduBridge

Tagline

Bridging Futures, Cultivating Minds

Sarah the School Administrator

Name: Sarah the School Administrator
Description: Sarah is a school administrator at a medium-sized private school. She is responsible for overseeing administrative tasks, managing staff, and ensuring smooth day-to-day operations.
Demographics: Age: 40, Gender: Female, Education: Bachelor's degree, Occupation: School Administrator, Location: Urban, Income: Moderate
Background: Sarah has been working in the education sector for over 15 years. She has experience in various administrative roles in both public and private schools. She possesses strong organizational skills and a deep understanding of the administrative challenges faced by schools.
Psychographics: Sarah is detail-oriented, resourceful, and highly motivated to streamline administrative processes. She values efficiency, accuracy, and the ability to access information easily.
Needs: Sarah needs a comprehensive software solution that can automate administrative tasks, simplify communication with staff and parents, and provide real-time access to student and staff information.
Pain: Sarah finds it challenging to manage multiple tasks simultaneously, handle paperwork, and ensure effective communication between staff, parents, and students. Existing software solutions are either limited in functionality or not tailored to the specific needs of educational institutions.
Channels: Sarah prefers communication via email or in-person meetings.
Usage: Sarah uses EduBridge primarily for managing student registration, attendance tracking, generating reports, communicating with staff and parents, and accessing student information.
Decision: When making a decision, Sarah considers factors such as ease of use, scalability, integration with existing systems, customer support, and cost.

Alicia the High School Teacher

Name: Alicia the High School Teacher
Description: Alicia is a high school teacher who is passionate about creating engaging and effective teaching experiences for her students.
Demographics: Age: 32, Gender: Female, Education: Master's degree in education, Occupation: High School Teacher, Location: Suburban, Income: Moderate
Background: Alicia has been teaching for over 8 years and has experience with various teaching methods and technologies. She is dedicated to adapting her teaching strategies to cater to different learning styles and ensuring that her students have meaningful and interactive learning experiences.
Psychographics: Alicia is creative, tech-savvy, and empathetic. She values innovative tools and resources that enhance student engagement and learning outcomes.
Needs: Alicia needs a platform that provides a wide range of interactive teaching resources, allows for personalized learning experiences, fosters student collaboration, and offers assessments with automated grading.
Pain: Alicia finds it challenging to find and curate high-quality teaching resources, manage assessments, and provide personalized feedback to each student. She often spends a significant amount of time grading assignments, leaving less time for lesson planning and individual student support.
Channels: Alicia prefers using online platforms for communication, such as email or dedicated teacher forums.
Usage: Alicia uses EduBridge to access a library of multimedia content for different subjects, create interactive quizzes and assignments, track student progress, and provide personalized feedback.
Decision: When deciding to use a product, Alicia considers factors such as the range and quality of teaching resources, ease of use, student engagement features, assessment capabilities, and integration with existing teaching methods.

Liam the College Student

Name: Liam the College Student
Description: Liam is a college student studying business administration. He is motivated to excel in his courses and expand his knowledge and skills to prepare for future career opportunities.
Demographics: Age: 20, Gender: Male, Education: College student, Occupation: Business Administration Student, Location: Rural, Income: Low
Background: Liam comes from a lower-income background and is the first person in his family to attend college. He juggles part-time jobs to support himself while pursuing his studies. Liam is determined to make the most of his college education to secure a better future.
Psychographics: Liam is driven, resourceful, and adaptive. He values accessible learning resources, personalized support, and opportunities for skill development.
Needs: Liam needs a platform that offers comprehensive course materials, interactive learning experiences, easy communication with professors and peers, and career guidance.
Pain: Liam faces challenges in accessing high-quality learning resources, managing his time effectively, and connecting with professors and peers outside of class. He often feels overwhelmed by the volume of coursework and lacks guidance on career pathways.
Channels: Liam prefers online communication channels, such as email, online forums, and social media platforms.
Usage: Liam uses EduBridge to access course materials, participate in discussion forums, submit assignments, seek clarification from professors, and explore career resources.
Decision: When deciding to use a product, Liam considers factors such as ease of use, range of learning resources, engagement features, communication channels, and affordability.

Product Ideas

Adaptive Learning Pathways: EduBridge introduces adaptive learning pathways that dynamically adjust based on each student's progress, performance, and learning needs. Using AI algorithms, the platform analyzes student data, including assessments and engagement metrics, to tailor a personalized learning journey for each student. This ensures that students receive content and activities that are relevant, challenging, and suitable for their individual learning styles and abilities. Adaptive Learning Pathways provide students with a sense of ownership and motivation in their education, as they can see their progress and achievements in real-time. This feature also empowers educators by providing insights into student learning patterns, allowing them to make data-driven decisions and provide targeted support to students who need it most.
Virtual Reality Learning Experiences: EduBridge incorporates virtual reality (VR) technology to create immersive learning experiences for students. Through VR simulations, students can explore historical landmarks, travel to different countries, conduct virtual science experiments, and engage in interactive scenarios that bring learning to life. The VR experiences are designed to enhance understanding, retention, and engagement, fostering a deeper connection with the subject matter. Educators can use pre-built VR modules or create their own custom experiences tailored to their lesson plans. Virtual Reality Learning Experiences open up new possibilities for experiential learning regardless of geographical limitations, making education truly accessible and captivating for all students.
Smart Tutoring Assistant: The Smart Tutoring Assistant is an AI-powered feature that supports personalized tutoring and learning support for students. It provides real-time feedback, guidance, and recommendations to help students navigate challenging concepts and improve their problem-solving skills. The Smart Tutoring Assistant analyzes student responses and patterns to identify areas of improvement and tailor feedback accordingly. It can provide hints, explanations, and additional resources to aid student understanding. The feature also enables students to practice and receive immediate feedback, allowing for self-paced learning and continuous improvement. The Smart Tutoring Assistant empowers students to take ownership of their learning journey while providing valuable support and guidance along the way.
Collaborative Learning Spaces: EduBridge introduces Collaborative Learning Spaces, virtual environments where students can collaborate and engage in group projects, discussions, and activities. These spaces foster a sense of community and facilitate peer-to-peer learning, allowing students to learn from each other and develop important teamwork and communication skills. In Collaborative Learning Spaces, students can work together on shared documents, contribute ideas, give feedback, and engage in real-time interactions from any location. Educators can monitor and facilitate group activities, providing guidance and support as needed. Collaborative Learning Spaces break down physical barriers and create a global learning community, promoting collaboration and fostering a deeper understanding of diverse perspectives.
Digital Portfolio Showcase: EduBridge offers students a digital portfolio showcase to display their academic achievements, projects, and skills. This feature allows students to curate a collection of their best work, demonstrating their abilities to potential employers or academic institutions. The digital portfolio showcase is customizable and can include multimedia elements such as videos, images, and project documentation. Students can easily share their portfolios with others, showcasing their growth and accomplishments. This feature also provides educators with a comprehensive view of student progress and development over time, helping them provide targeted guidance and support. The digital portfolio showcase empowers students to take ownership of their learning outcomes and showcases their skills in a visually appealing and professional manner.
Real-Time Language Translation: EduBridge integrates real-time language translation capabilities, breaking down language barriers for learners from diverse linguistic backgrounds. This feature enables students and educators to communicate and engage in learning activities in their preferred language, without the need for a separate translator. Real-Time Language Translation supports both written and spoken communication, providing seamless integration within the platform. This functionality enhances inclusivity, promotes cultural understanding, and creates a more inclusive learning environment for students with different linguistic abilities. It also expands the reach and impact of education, connecting learners from different countries and cultures, fostering global citizenship.

Product Features

Real-Time Progress Tracking

Real-Time Progress Tracking allows students and educators to track their progress and performance in real-time. It provides a visual representation of student achievements, showing completed tasks, milestones, and overall progress. Students can easily see their strengths and areas for improvement, fostering self-awareness and intrinsic motivation. Educators can monitor individual and class performance, identify knowledge gaps, and provide targeted support. This feature enhances accountability, enables timely intervention, and promotes a growth mindset among students.

Requirements

Personalized Progress Dashboard

User Story: As a student, I want to see a personalized progress dashboard so that I can easily track my own achievements and areas for improvement.
Description: The Personalized Progress Dashboard provides students with a visual representation of their progress and performance in real-time. It displays completed tasks, milestones, and overall progress in a personalized and intuitive way. Students can easily navigate through different sections to view their achievements and areas for improvement. The dashboard also provides insights and recommendations based on the student's performance and learning goals. This feature enhances self-awareness and intrinsic motivation, empowering students to take ownership of their learning journey.
Acceptance Criteria: Student can view an overview of their overall progress

Given that the student is logged into the EduBridge platform, when they navigate to the Personalized Progress Dashboard, then they should be able to see a clear and concise overview of their overall progress.

Student can view completed tasks and milestones

Given that the student is logged into the EduBridge platform, when they navigate to the Personalized Progress Dashboard, then they should be able to see a list of completed tasks and milestones, clearly indicating their accomplishments.

Student can view areas for improvement

Given that the student is logged into the EduBridge platform, when they navigate to the Personalized Progress Dashboard, then they should be provided with a clear and concise view of their areas for improvement, highlighting knowledge gaps and learning objectives that require attention.

Student can access detailed insights and recommendations

Given that the student is logged into the EduBridge platform, when they navigate to the Personalized Progress Dashboard, then they should be able to access detailed insights and personalized recommendations based on their performance and learning goals.

Student can navigate through different sections of the dashboard

Given that the student is viewing the Personalized Progress Dashboard, when they interact with the navigation options, then they should be able to easily switch between different sections of the dashboard such as overall progress, completed tasks, milestones, areas for improvement, and insights.

Dashboard updates in real-time

Given that the student is actively using the EduBridge platform, when there is a change in their progress or performance, then the Personalized Progress Dashboard should update in real-time to reflect the latest information.

Class Performance Overview

User Story: As an educator, I want to have a class performance overview so that I can monitor the progress and performance of my students as a whole.
Description: The Class Performance Overview allows educators to track the progress and performance of their students as a whole. It provides an overview of key metrics such as average scores, completion rates, and overall class progress. Educators can easily identify patterns and trends to assess the effectiveness of their teaching strategies and curriculum. This information enables educators to identify knowledge gaps, make data-driven decisions, and provide targeted support to students who may be struggling. The Class Performance Overview empowers educators to effectively manage and guide their class towards academic success.
Acceptance Criteria: Educator can access the Class Performance Overview

Given that the educator is logged in and has the necessary permissions, when they navigate to the Real-Time Progress Tracking feature, then they should be able to access the Class Performance Overview.

Class Performance Overview displays average scores

Given that the educator is viewing the Class Performance Overview, when they look at the metrics, then they should be able to see the average scores of the students in the class.

Class Performance Overview displays completion rates

Given that the educator is viewing the Class Performance Overview, when they look at the metrics, then they should be able to see the completion rates of the students in the class.

Class Performance Overview displays overall class progress

Given that the educator is viewing the Class Performance Overview, when they look at the metrics, then they should be able to see the overall progress of the class.

Educator can identify knowledge gaps based on class performance

Given that the educator is viewing the Class Performance Overview, when they analyze the metrics and performance trends, then they should be able to identify knowledge gaps in the class.

Educator can make data-driven decisions based on class performance

Given that the educator is viewing the Class Performance Overview, when they analyze the metrics and performance trends, then they should be able to make data-driven decisions to improve their teaching strategies and curriculum.

Educator can provide targeted support to students based on class performance

Given that the educator is viewing the Class Performance Overview, when they identify students who may be struggling based on the metrics, then they should be able to provide targeted support to those students.

Real-Time Notifications

User Story: As a student, I want to receive real-time notifications about my progress and achievements so that I can stay updated and motivated.
Description: Real-Time Notifications keep students informed about their progress, achievements, and important updates. Students receive notifications when they complete a task, reach a milestone, or receive feedback from educators. These notifications can be customized based on the student's preferences and can be delivered via email, mobile app, or SMS. By receiving timely updates, students feel a sense of accomplishment and stay motivated to continue their learning journey. Real-Time Notifications also foster communication and collaboration between students and educators, allowing for timely feedback and support.
Acceptance Criteria: Student receives a notification when they complete a task

Given a task is completed by the student, when the system updates the task status, then the student receives a notification about the task completion.

Student receives a notification when they reach a milestone

Given a milestone is reached by the student, when the system updates the milestone status, then the student receives a notification about the milestone achievement.

Student receives a notification when they receive feedback from educators

Given feedback is provided by an educator for a student, when the system updates the feedback status, then the student receives a notification about the feedback.

Student can customize the notification preferences

Given the notification preferences are available for the student, when the student modifies the preferences, then the system updates the notification delivery method accordingly.

Student can receive notifications via email

Given the student has selected email as the preferred notification delivery method, when a new notification is triggered, then the notification is sent to the student's registered email address.

Student can receive notifications via mobile app

Given the student has installed the mobile app and enabled notifications, when a new notification is triggered, then the notification is sent to the student's mobile app.

Student can receive notifications via SMS

Given the student has provided a valid phone number and enabled SMS notifications, when a new notification is triggered, then the notification is sent to the student's registered phone number.

Notification includes relevant details

Given a notification is triggered, when the student receives the notification, then the notification includes relevant details such as the task name, milestone achieved, or feedback received.

Notification is delivered in a timely manner

Given a notification is triggered, when the system sends the notification, then the notification is delivered to the student promptly without significant delays.

Comparative Performance Analysis

User Story: As an educator, I want to compare the performance of individual students or groups of students to identify trends and patterns.
Description: The Comparative Performance Analysis feature allows educators to compare the performance of individual students or groups of students. Educators can view side-by-side comparisons of metrics such as scores, completion rates, and progress over time. This analysis helps educators identify trends and patterns among students, enabling them to tailor their teaching strategies and interventions. Whether it is comparing the performance of different cohorts or identifying struggling students who may need additional support, the Comparative Performance Analysis empowers educators to make data-driven decisions to optimize student learning outcomes.
Acceptance Criteria: Comparing individual student performance

Given a list of individual student performance data, when I select two or more students to compare, then I should see a side-by-side comparison of their metrics such as scores, completion rates, and progress over time.

Comparing group performance

Given a list of groups of students and their performance data, when I select two or more groups to compare, then I should see a side-by-side comparison of their metrics such as average scores, average completion rates, and progress over time.

Identifying trends and patterns

Given the performance data of individual students or groups of students, when I analyze the data using different filters and sorting options, then I should be able to identify trends and patterns such as common strengths, areas for improvement, or correlations between variables.

Tailoring teaching strategies

Given the performance data and identified trends, when I have insights into student strengths and weaknesses, then I should be able to adjust my teaching strategies and approach to address the specific needs of each student or group of students.

Making data-driven decisions

Given the performance data, trends, and insights, when I have actionable information about student performance, then I should be able to make informed decisions about interventions, additional support, or adjustments to the curriculum.

Adaptive Content Recommendations

Adaptive Content Recommendations leverages AI algorithms to provide students with personalized content suggestions based on their preferences, learning style, and performance. The platform analyzes the student's interactions, assessments, and learning patterns to curate a tailored set of resources, including articles, videos, and interactive exercises. This feature enhances engagement by presenting students with relevant and captivating learning materials, deepening their understanding of the topics. It also expands students' knowledge horizons by suggesting complementary resources beyond the core curriculum.

Requirements

Customizable Content Preferences

User Story: As a student, I want to customize my content preferences so that I can have a personalized learning experience.
Description: The Adaptive Content Recommendations feature should allow students to customize their content preferences. This includes the ability to choose the types of resources they prefer, such as articles, videos, or interactive exercises. Students should also be able to indicate their preferences for specific topics or subjects. By allowing students to customize their content preferences, EduBridge empowers them to have a personalized learning experience tailored to their individual interests and needs. This increases engagement and motivation, as students are more likely to engage with and learn from content that aligns with their preferences.
Acceptance Criteria: Students can select their preferred types of learning resources

Given a student is on the content preferences page, when the student selects the preferred types of learning resources, then the system saves the preferences and updates the content recommendations accordingly.

Students can indicate their preferences for specific topics

Given a student is on the content preferences page, when the student indicates their preferences for specific topics, then the system saves the preferences and updates the content recommendations accordingly.

Students can update their content preferences at any time

Given a student is on the content preferences page, when the student updates their content preferences, then the system saves the new preferences and updates the content recommendations accordingly.

Selected content preferences override default recommendations

Given a student has selected specific content preferences, when the system generates content recommendations, then the recommendations prioritize the selected preferences over default recommendations.

Content preferences are unique to each student

Given multiple students have customized their content preferences, when each student receives content recommendations, then the recommendations are personalized based on their individual preferences.

Students receive relevant content recommendations based on their preferences

Given a student has customized their content preferences, when the system generates content recommendations, then the recommendations include resources that align with the student's preferences and interests.

Implicit Learning Style Detection

User Story: As a student, I want the platform to detect my learning style automatically so that I can receive content recommendations that are best suited for my learning preferences.
Description: The Adaptive Content Recommendations feature should have the capability to detect a student's learning style automatically. This can be done by analyzing the student's interactions and performance data, such as their response times, usage patterns, and assessment results. By detecting the student's learning style, the platform can provide content recommendations that are best suited for their individual preferences. For example, visual learners might receive more video-based resources, while kinesthetic learners might receive more interactive exercises. This enhances the effectiveness of the content recommendations, as they are aligned with the student's preferred learning style.
Acceptance Criteria: A student with a visual learning style interacts with the platform

Given that a student with a visual learning style interacts with the platform When the student accesses the content recommendations Then the platform should prioritize presenting video-based resources and visually engaging materials

A student with an auditory learning style interacts with the platform

Given that a student with an auditory learning style interacts with the platform When the student accesses the content recommendations Then the platform should prioritize presenting audio-based resources and lectures

A student with a kinesthetic learning style interacts with the platform

Given that a student with a kinesthetic learning style interacts with the platform When the student accesses the content recommendations Then the platform should prioritize presenting interactive exercises and hands-on activities

A student with a reading/writing learning style interacts with the platform

Given that a student with a reading/writing learning style interacts with the platform When the student accesses the content recommendations Then the platform should prioritize presenting text-based resources, articles, and written materials

A student's learning style preference changes over time

Given that a student's learning style preference changes over time When the student interacts with the platform Then the platform should adapt and update the content recommendations accordingly

Multiple students with different learning styles interact with the platform simultaneously

Given that multiple students with different learning styles interact with the platform simultaneously When the students access the content recommendations Then the platform should provide personalized content recommendations to each student based on their individual learning style

Advanced Content Filtering

User Story: As an educator, I want the ability to set advanced content filters so that I can ensure that the recommended resources align with the curriculum and meet the learning objectives.
Description: The Adaptive Content Recommendations feature should allow educators to set advanced content filters. These filters can be based on various criteria, such as the relevance to the curriculum, the quality of the resources, the level of difficulty, or the presence of specific keywords. By having the ability to set advanced content filters, educators can ensure that the recommended resources align with the curriculum and meet the learning objectives. This helps in maintaining the quality and relevance of the recommended content, enhancing the student's learning experience.
Acceptance Criteria: Educator sets advanced content filters based on relevance to the curriculum

Given an educator has access to the system, when the educator sets advanced content filters based on the relevance to the curriculum, Then the system should only recommend resources that align with the curriculum.

Educator sets advanced content filters based on quality of the resources

Given an educator has access to the system, when the educator sets advanced content filters based on the quality of the resources, Then the system should only recommend resources that meet the defined quality criteria.

Educator sets advanced content filters based on the level of difficulty

Given an educator has access to the system, when the educator sets advanced content filters based on the level of difficulty, Then the system should only recommend resources that match the specified difficulty level.

Educator sets advanced content filters based on specific keywords

Given an educator has access to the system, when the educator sets advanced content filters based on specific keywords, Then the system should only recommend resources that contain the specified keywords.

Real-Time Content Updates

User Story: As a student, I want the content recommendations to be updated in real-time so that I can access the latest and most relevant resources.
Description: The Adaptive Content Recommendations feature should provide real-time updates of recommended content. This ensures that students have access to the latest and most relevant resources. The platform should continuously monitor and analyze the student's interactions, performance, and changes in the curriculum to update the content recommendations accordingly. By providing real-time content updates, EduBridge ensures that students have access to the most up-to-date and valuable learning materials, enhancing their learning outcomes and keeping them engaged in their learning journey.
Acceptance Criteria: Content recommendations are updated when new resources are added to the platform

Given that new resources are added to the platform, when I view my recommended content, then I should see the newly added resources in real-time.

Content recommendations are updated based on changes in the curriculum

Given that there is a change in the curriculum, when I view my recommended content, then I should see updated recommendations that align with the revised curriculum in real-time.

Content recommendations are updated based on my learning interactions

Given that I have interacted with a learning resource, when I view my recommended content, then I should see similar resources or topics that build upon my previous interactions in real-time.

Content recommendations are updated based on my performance

Given that I have completed an assessment, when I view my recommended content, then I should see resources that target my areas of improvement or provide additional challenges in real-time.

Content recommendations are updated based on my preferences

Given that I have specified my preferences, when I view my recommended content, then I should see resources that align with my interests, learning style, and preferences in real-time.

Cross-Disciplinary Content Recommendations

User Story: As a student, I want the platform to recommend cross-disciplinary content so that I can explore related topics and broaden my knowledge.
Description: The Adaptive Content Recommendations feature should recommend cross-disciplinary content to students. In addition to the core curriculum, the platform should suggest resources from related subjects or topics. For example, if a student is studying biology, the platform might recommend articles or videos about environmental science or genetics. By recommending cross-disciplinary content, EduBridge encourages students to explore related topics and broaden their knowledge horizons. This helps in fostering interdisciplinary thinking and preparing students for a well-rounded education.
Acceptance Criteria: Recommended resources from related subjects

Given a student is studying biology, when the student views recommended content, then the platform should suggest resources from related subjects such as environmental science and genetics.

Variety of cross-disciplinary content

Given a student is exploring cross-disciplinary content, when the student views recommended content from different subjects, then the platform should suggest a variety of resources to ensure a well-rounded and diverse learning experience.

Seamless integration of cross-disciplinary content

Given a student is interacting with cross-disciplinary content, when the student accesses the recommended resources, then the platform should seamlessly integrate the content with the existing curriculum, providing a smooth learning flow.

Personalized cross-disciplinary recommendations

Given a student's learning profile and preferences, when the student accesses the recommended resources, then the platform should personalize the cross-disciplinary recommendations based on the student's interests and learning style.

Relevance of cross-disciplinary content

Given a student is studying a specific topic, when the student views cross-disciplinary content, then the platform should ensure that the recommended resources are relevant and provide meaningful connections to the topic of study.

Interactive Virtual Labs

Interactive Virtual Labs provides students with simulated hands-on learning experiences in a virtual environment. Through the use of advanced technology and visualizations, students can conduct experiments, explore concepts, and practice skills in a safe, cost-effective, and accessible manner. This feature enables students to develop critical thinking, problem-solving, and practical application of theoretical knowledge. It also facilitates collaboration among students, allowing them to work together in virtual teams. Educators can monitor progress, provide guidance, and assess student performance within the virtual lab environment.

Requirements

Virtual Lab Creation

User Story: As a teacher, I want to be able to create customized virtual labs so that I can tailor the experiments to meet the specific learning objectives of my students.
Description: The Virtual Lab Creation requirement aims to provide teachers with the ability to create customized virtual labs. Teachers will be able to select the experiments and set up the parameters according to the specific learning objectives they want to achieve. This feature will enable teachers to align the virtual labs with their curriculum and provide students with targeted hands-on learning experiences. The Virtual Lab Creation feature will enhance the flexibility and adaptability of the Interactive Virtual Labs, allowing teachers to cater to the unique needs and interests of their students.
Acceptance Criteria: Teacher selects experiment and sets parameters

Given a teacher wants to create a virtual lab, When they select an experiment and set the parameters, Then the experiment and parameters should be saved.

Teacher aligns virtual lab with curriculum

Given a teacher wants to create a virtual lab, When they align the lab with the curriculum, Then the lab should match the learning objectives of the curriculum.

Teacher provides instructions for the virtual lab

Given a teacher wants to create a virtual lab, When they provide instructions for the lab, Then the instructions should be displayed to the students in the virtual lab.

Teacher sets up required materials and equipment

Given a teacher wants to create a virtual lab, When they set up the required materials and equipment, Then the virtual lab should simulate the presence of those materials and equipment.

Teacher saves and publishes the virtual lab

Given a teacher wants to create a virtual lab, When they save and publish the lab, Then the lab should be available for students to access and interact with.

Teacher edits and updates the virtual lab

Given a teacher wants to edit and update a virtual lab, When they make changes to the lab, Then the updated lab should reflect the modifications made by the teacher.

Teacher deletes a virtual lab

Given a teacher wants to delete a virtual lab, When they delete the lab, Then the lab should no longer be accessible to students.

Virtual Lab Simulation

User Story: As a student, I want to be able to simulate experiments in the virtual lab environment so that I can practice and develop my practical skills without the need for physical equipment.
Description: The Virtual Lab Simulation requirement aims to provide students with the ability to simulate experiments in the virtual lab environment. Students will have access to a wide range of virtual experiments, where they can manipulate variables, observe outcomes, and draw conclusions. This feature will provide students with a safe and cost-effective way to practice and develop their practical skills without the need for physical equipment. Students can repeat experiments, explore different scenarios, and gain a deeper understanding of the underlying concepts. The Virtual Lab Simulation feature will enrich the learning experience, foster critical thinking, and promote independent learning among students.
Acceptance Criteria: Student selects a virtual experiment to simulate

Given that the student has access to the virtual lab environment, when the student selects a virtual experiment to simulate, then the experiment should load successfully in the virtual lab environment.

Student manipulates variables in the virtual experiment

Given that the student has opened a virtual experiment in the virtual lab environment, when the student manipulates variables in the experiment, then the changes should be reflected in the simulation and affect the outcome of the experiment.

Student observes outcomes and records data

Given that the student is conducting a virtual experiment in the virtual lab environment, when the experiment is running, then the student should be able to observe the outcomes of the experiment and record relevant data as required.

Student draws conclusions based on the experiment results

Given that the student has completed a virtual experiment in the virtual lab environment, when the student reviews the experiment results, then the student should be able to draw accurate conclusions based on the observed outcomes and recorded data.

Student repeats the experiment with different variables

Given that the student has completed a virtual experiment in the virtual lab environment, when the student wants to repeat the experiment with different variables, then the student should be able to reset the experiment and make new adjustments to the variables.

Student explores different scenarios within the virtual experiment

Given that the student is conducting a virtual experiment in the virtual lab environment, when the student wants to explore different scenarios within the experiment, then the student should be able to modify the experiment conditions and observe the corresponding changes in the outcomes.

Student gains a deeper understanding of the underlying concepts

Given that the student has completed multiple virtual experiments in the virtual lab environment, when the student reflects on the outcomes and analyzes the experimental data, then the student should be able to gain a deeper understanding of the underlying concepts and principles involved.

Educator monitors student progress and performance

Given that the educator has access to the virtual lab environment, when the educator wants to monitor student progress and performance in virtual experiments, then the educator should be able to view student activity logs, experiment results, and any recorded data.

Educator provides guidance and feedback to students

Given that the educator has access to the virtual lab environment, when the educator wants to provide guidance and feedback to students, then the educator should be able to comment on student activity logs, experiment results, and provide personalized feedback.

Educator assesses student performance in virtual experiments

Given that the educator has access to the virtual lab environment, when the educator wants to assess student performance in virtual experiments, then the educator should be able to evaluate experiment results, accuracy of recorded data, and the quality of conclusions drawn by the students.

Real-time Data Visualization

User Story: As a student, I want to see real-time data visualizations of the experiments in the virtual lab so that I can analyze and interpret the results effectively.
Description: The Real-time Data Visualization requirement aims to provide students with real-time data visualizations of the experiments conducted in the virtual lab. Students will be able to view graphs, charts, and other visual representations of the data collected during the experiment. This feature will enable students to analyze and interpret the results effectively, identify patterns, and make informed conclusions. Real-time data visualization will enhance the learning experience, allowing students to engage with the data in a meaningful way and develop important data analysis and interpretation skills.
Acceptance Criteria: Student can view real-time data visualizations during an experiment

Given that a student is conducting an experiment in the virtual lab, when real-time data is being collected, then the student should be able to view the data visualizations in real-time.

Data visualizations are clear and easy to interpret

Given that a student is viewing the data visualizations of an experiment, when the data is displayed on graphs, charts, or other visual representations, then the visualizations should be clear and easy to interpret.

Data visualizations update dynamically

Given that a student is conducting an experiment and viewing the data visualizations, when new data is collected, then the visualizations should update dynamically to reflect the latest data.

Data visualizations support various types of graphs and charts

Given that a student is viewing the data visualizations, when selecting different types of graphs or charts, then the system should support a variety of options, such as line graphs, bar charts, pie charts, etc.

Students can customize the data visualizations

Given that a student is viewing the data visualizations, when customizing the display settings, then the system should allow students to adjust parameters such as axes labels, colors, scales, etc.

Students can interact with the data visualizations

Given that a student is viewing the data visualizations, when interacting with the visualizations, then the system should allow students to zoom in/out, hover over data points for more details, and perform other interactive actions.

Data visualizations can be exported or saved

Given that a student is viewing the data visualizations, when exporting or saving the visualizations, then the system should provide options to save or export the visualizations in different file formats (e.g., PNG, PDF, CSV).

Collaborative Virtual Labs

User Story: As a student, I want to be able to collaborate with my classmates in the virtual lab environment so that we can work together on experiments and share our findings.
Description: The Collaborative Virtual Labs requirement aims to enable students to collaborate with their classmates in the virtual lab environment. Students will be able to form virtual lab groups, work together on experiments, and share their findings. This feature will promote teamwork, peer learning, and knowledge sharing among students. Collaborative Virtual Labs will facilitate effective communication and collaboration, allowing students to discuss their approaches, compare results, and learn from each other's experiences. This feature will enhance the interactive nature of the virtual lab environment and foster a sense of community and cooperation among students.
Acceptance Criteria: Students can form virtual lab groups

Given that students are in the virtual lab environment, when they choose to form a virtual lab group, then they should be able to create or join a group with their classmates.

Students can invite classmates to join their virtual lab group

Given that a student has formed a virtual lab group, when they want to invite their classmates to join the group, then they should be able to send invitations to their classmates and receive confirmation when the invitation is accepted.

Students can view the members of their virtual lab group

Given that a student has formed or joined a virtual lab group, when they want to see who else is in their group, then they should be able to view a list of group members.

Students can communicate with their virtual lab group members

Given that a student is part of a virtual lab group, when they want to communicate with their group members, then they should have access to a chat or messaging feature within the virtual lab environment.

Students can collaborate on experiments with their virtual lab group

Given that a student is part of a virtual lab group, when they are working on an experiment, then they should be able to collaborate with their group members by sharing data, observations, and analysis.

Students can share their findings with their virtual lab group

Given that a student has completed an experiment in the virtual lab, when they want to share their findings with their group, then they should be able to upload their results and provide a summary or explanation.

Students can access shared findings from their virtual lab group

Given that a student is part of a virtual lab group, when they want to see the findings shared by other group members, then they should be able to access and view those findings within the virtual lab environment.

Students can provide feedback to their virtual lab group members

Given that a student is part of a virtual lab group, when they want to provide feedback to their group members on their findings or contributions, then they should have the ability to leave comments or ratings on the shared results.

Students can track the progress of their virtual lab group

Given that a student is part of a virtual lab group, when they want to see the progress of the group in completing the assigned experiments, then they should be able to track the completion status and timeline of each experiment.

Performance Tracking and Assessment

User Story: As a teacher, I want to track and assess student performance in the virtual lab environment so that I can provide feedback and evaluate their understanding of the concepts.
Description: The Performance Tracking and Assessment requirement aims to provide teachers with the ability to track and assess student performance in the virtual lab environment. Teachers will have access to data and analytics that showcase student progress, performance trends, and areas for improvement. This feature will enable teachers to provide timely feedback, evaluate student understanding of the concepts, and identify any misconceptions or gaps in knowledge. Performance Tracking and Assessment will support personalized instruction, as teachers can tailor their feedback and interventions based on individual student needs. This feature will also facilitate a data-driven approach to teaching and learning, allowing teachers to make informed decisions and adjustments to their instructional strategies.
Acceptance Criteria: Teacher can access student performance data

Given that a teacher is logged into the system, when the teacher navigates to the Performance Tracking section, then they should be able to view the performance data of all students in the virtual lab environment.

Teacher can view progress and performance trends

Given that a teacher is viewing the performance data of a student, when the teacher selects a specific student, then they should be able to view the progress and performance trends of the student over time.

Teacher can provide feedback to students

Given that a teacher is viewing the performance data of a student, when the teacher selects a specific student, then they should be able to provide feedback and comments on the student's performance in the virtual lab environment.

Teacher can assess understanding of concepts

Given that a teacher is viewing the performance data of a student, when the teacher selects a specific student, then they should be able to assess the student's understanding of the concepts covered in the virtual lab environment.

Teacher can identify areas for improvement

Given that a teacher is viewing the performance data of a student, when the teacher selects a specific student, then they should be able to identify areas where the student needs improvement based on their performance in the virtual lab environment.

Teacher can track student engagement

Given that a teacher is viewing the performance data of a student, when the teacher selects a specific student, then they should be able to track the student's engagement level and participation in the virtual lab environment.

Teacher can generate performance reports

Given that a teacher is logged into the system, when the teacher navigates to the Performance Tracking section, then they should be able to generate performance reports for individual students or groups of students in the virtual lab environment.

Teacher can customize performance metrics

Given that a teacher is logged into the system, when the teacher navigates to the Performance Tracking section, then they should be able to customize the performance metrics and criteria used to assess student performance in the virtual lab environment.

Real-time Teacher Support

User Story: As a student, I want to have real-time support from my teacher while conducting experiments in the virtual lab so that I can receive guidance and clarification when needed.
Description: The Real-time Teacher Support requirement aims to provide students with real-time support from their teachers while conducting experiments in the virtual lab. Students will have access to chat or video communication tools within the virtual lab environment, allowing them to seek guidance, ask questions, and receive clarification from their teachers. This feature will enhance the learning experience, as students can receive immediate feedback and support, just as they would in a physical lab setting. Real-time Teacher Support will promote student engagement, confidence, and a sense of connectedness with their teachers, further facilitating the learning process.
Acceptance Criteria: Student initiates a chat with the teacher

Given a student is conducting an experiment in the virtual lab When the student initiates a chat with the teacher Then the student should be able to communicate with the teacher in real-time

Student sends a question to the teacher

Given a student is conducting an experiment in the virtual lab When the student sends a question to the teacher Then the teacher should receive the question and provide a response in real-time

Teacher provides guidance to the student

Given a student is conducting an experiment in the virtual lab And the student asks for guidance from the teacher When the teacher provides guidance Then the student should receive clear instructions and support

Student requests clarification from the teacher

Given a student is conducting an experiment in the virtual lab And the student requests clarification from the teacher When the teacher provides clarification Then the student should receive a clear explanation and understanding of the concept

Teacher offers feedback on the student's experiment

Given a student is conducting an experiment in the virtual lab And the student completes the experiment When the teacher reviews the experiment And the teacher offers feedback Then the student should receive constructive feedback on their performance

Intelligent Assessment Automation

Intelligent Assessment Automation streamlines the assessment process for both students and educators. AI algorithms are used to automate grading and provide instant feedback on assessments, saving valuable time for educators. This feature ensures consistency and objectivity in grading, eliminating human biases. Students benefit from timely feedback, enabling them to identify areas of improvement and take corrective actions. Additionally, educators can utilize the data generated by the automated assessments to gain insights into student performance and learning trends.

Requirements

Automated Grading and Feedback

User Story: As an educator, I want the system to automatically grade assessments and provide detailed feedback to students, so that I can save time and provide timely feedback to students.
Description: The Automated Grading and Feedback requirement is to develop a feature that automates the grading process for assessments and provides detailed feedback to students. The feature should leverage AI algorithms to intelligently evaluate students' answers and assign grades based on predefined criteria. The system should be able to analyze various types of assessments, including multiple choice, fill in the blank, and essay questions. The automated grading should be accurate and consistent, ensuring fairness across all students. The feedback provided to students should be constructive and specific, highlighting areas of strength and areas that need improvement. This feature will save educators valuable time spent on manual grading, allowing them to focus on other aspects of their teaching responsibilities. Additionally, timely feedback will benefit students by providing them with actionable insights into their performance and helping them identify areas for growth and improvement.
Acceptance Criteria: Automated grading of multiple-choice questions

Given a multiple-choice question with correct answer A, when the system evaluates the student's answer as A, then the system should assign the grade as correct

Automated grading of fill-in-the-blank questions

Given a fill-in-the-blank question with a blank space, when the system evaluates the student's answer for the blank space as correct, then the system should assign the grade as correct

Automated grading of essay questions

Given an essay question, when the system evaluates the student's answer based on predefined criteria such as grammar, content, and coherence, then the system should assign an appropriate grade

Consistency in grading

Given multiple submissions of the same assessment by different students, when the system automatically grades the submissions, then the assigned grades should be consistent for the same answers

Constructive feedback generation

Given an assessment, when the system automatically generates feedback for students, then the feedback should be specific, actionable, and provide guidance on areas of improvement

Timely feedback delivery

Given a completed assessment, when the system automatically grades the assessment and generates feedback, then the system should deliver the feedback to the student within a specified timeframe

Customizable Grading Criteria

User Story: As an educator, I want the ability to customize grading criteria for assessments, so that the system aligns with my specific requirements and standards.
Description: The Customizable Grading Criteria requirement is to provide educators with the capability to customize the grading criteria for assessments. The system should allow educators to define their own rubrics, scoring scales, and weightage for different question types. This customization will enable the system to align with the specific requirements and standards of different educational institutions. Educators can define criteria based on factors such as accuracy, completeness, creativity, and critical thinking. The ability to customize grading criteria ensures that the automated grading process reflects the educator's expectations and enhances the accuracy and fairness of the assessment results. Furthermore, this feature empowers educators to adapt the grading system to their teaching methodologies and assessment approaches.
Acceptance Criteria: Educator can define custom rubrics for assessments

Given an assessment, when an educator defines custom rubrics, then the system should allow the educator to associate the rubrics with the assessment.

Educator can define custom scoring scales for different question types

Given a question type, when an educator defines custom scoring scales, then the system should allow the educator to associate the scales with the question type.

Educator can assign weightage to different question types

Given a question type, when an educator assigns weightage, then the system should calculate the total score based on the assigned weightage.

Educator can define grading criteria based on accuracy

Given an answer, when an educator defines grading criteria based on accuracy, then the system should evaluate the answer based on the defined criteria.

Educator can define grading criteria based on completeness

Given an answer, when an educator defines grading criteria based on completeness, then the system should evaluate the answer based on the defined criteria.

Educator can define grading criteria based on creativity

Given an answer, when an educator defines grading criteria based on creativity, then the system should evaluate the answer based on the defined criteria.

Educator can define grading criteria based on critical thinking

Given an answer, when an educator defines grading criteria based on critical thinking, then the system should evaluate the answer based on the defined criteria.

Grading criteria customization is reflected in automated grading

Given an assessment with customized grading criteria, when the assessment is graded automatically, then the system should evaluate the answers based on the customized criteria.

Grading criteria customization enhances accuracy and fairness of assessment results

Given an assessment with customized grading criteria, when the assessment is graded automatically, then the system should provide accurate and fair assessment results based on the customized criteria.

Plagiarism Detection

User Story: As an educator, I want the system to detect and flag potential instances of plagiarism in student assessments, so that academic integrity is maintained.
Description: The Plagiarism Detection requirement is to incorporate a plagiarism detection feature within the Intelligent Assessment Automation system. The feature should analyze student submissions and compare them against a database of existing sources, academic papers, and online content to identify potential instances of plagiarism. When plagiarism is detected, the system should flag the specific sections that match external sources and provide a report to the educator. This feature will assist educators in maintaining academic integrity by ensuring that student work is original and properly cited. It will also help in educating students about the importance of citing sources and avoiding plagiarism. By integrating plagiarism detection into the assessment process, the system promotes ethical behavior and supports the development of research and critical thinking skills among students.
Acceptance Criteria: Plagiarism detected when entire submission matches an existing source

Given a student submits an assessment When the system compares the submission against existing sources Then the system detects and flags the submission as plagiarism

Plagiarism detected when specific sections of the submission match external sources

Given a student submits an assessment When the system analyzes the submission and identifies specific sections matching external sources Then the system flags those sections as potential plagiarism

Plagiarism report generated with detailed information

Given plagiarism is detected in a student's assessment When the system generates a plagiarism report Then the report includes detailed information about the matched external sources

Plagiarism detection works across various types of sources (existing sources, academic papers, online content)

Given a student submits an assessment When the system compares the submission against a database of existing sources, academic papers, and online content Then the system detects and flags potential instances of plagiarism regardless of the source type

Plagiarism detection accurately identifies even slightly modified or paraphrased content

Given a student submits an assessment with slightly modified or paraphrased content from external sources When the system analyzes the submission Then the system detects and flags the similarities, indicating potential plagiarism

Intelligent Feedback Generation

User Story: As an educator, I want the system to generate intelligent, personalized feedback based on students' assessment performance, so that students receive targeted guidance for improvement.
Description: The Intelligent Feedback Generation requirement is to develop an algorithm that generates intelligent and personalized feedback based on students' assessment performance. The system should analyze students' answers, identify patterns, and provide targeted feedback that highlights strengths and areas for improvement. The feedback should be specific, actionable, and tailored to each student's individual needs. This feature will not only save time for educators by automating the feedback generation process but will also provide valuable guidance to students. By receiving personalized feedback, students can understand their strengths, weaknesses, and areas that require further attention. This targeted guidance will support their learning journey and help them make progress towards their educational goals.
Acceptance Criteria: Generating personalized feedback for correct answers

Given a student's assessment with correct answers, when the system generates feedback, then the feedback should acknowledge the correct answers and provide positive reinforcement.

Generating personalized feedback for incorrect answers

Given a student's assessment with incorrect answers, when the system generates feedback, then the feedback should identify the specific errors and provide constructive guidance for improvement.

Providing actionable feedback

Given a student's assessment, when the system generates feedback, then the feedback should include actionable steps or recommendations that the student can follow to address the identified areas for improvement.

Tailoring feedback to individual student needs

Given a group of students with different assessment performances, when the system generates feedback, then the feedback should be personalized and tailored to each individual student, taking into account their unique strengths and weaknesses.

Ensuring clarity and coherence in feedback

Given a student's assessment, when the system generates feedback, then the feedback should be clear, coherent, and easily understandable, avoiding ambiguity or confusion.

Handling subjective assessments

Given a subjective assessment where there is no single correct answer, when the system generates feedback, then the feedback should be based on relevant criteria provided by the educator and should provide insights and suggestions for improvement.

Handling varying assessment formats

Given assessments with different formats such as multiple choice, short answer, and essay questions, when the system generates feedback, then the feedback should cater to the specific format of each question and provide relevant feedback accordingly.

Adapting feedback based on student progress

Given a student's assessment history, when the system generates feedback, then the feedback should take into account the student's progress over time and provide feedback that aligns with their current skill level and learning goals.

Providing timely feedback

Given a student's assessment, when the system generates feedback, then the feedback should be provided in a timely manner, ensuring that students receive feedback promptly after completing an assessment.

Handling large volumes of assessments

Given a high volume of assessments to process, when the system generates feedback, then the feedback generation should be efficient and scalable, allowing for quick processing of large numbers of assessments.

Analytics Dashboard

User Story: As an administrator, I want access to an analytics dashboard that provides insights into assessment performance and trends, so that I can make data-driven decisions and improve the overall educational experience.
Description: The Analytics Dashboard requirement is to create a centralized dashboard that provides administrators with comprehensive insights into assessment performance and trends. The dashboard should include visualizations and reports that showcase various metrics such as average scores, distribution of grades, question difficulty analysis, and student performance trends over time. Administrators should be able to filter and analyze data based on different criteria such as class, subject, or assessment type. This feature will enable administrators to make data-driven decisions to improve the overall educational experience. By leveraging the analytics dashboard, administrators can identify areas of strength and areas that need improvement, allocate resources effectively, and implement targeted interventions to support student success.
Acceptance Criteria: Admin logs in to the EduBridge system

Given the admin is on the login page, when the admin enters valid credentials and clicks on the login button, then the admin is successfully logged in

Admin navigates to the Analytics Dashboard

Given the admin is logged in, when the admin clicks on the Analytics Dashboard tab, then the Analytics Dashboard page is displayed

Admin views overall assessment performance

Given the admin is on the Analytics Dashboard page, when the admin views the overall assessment performance section, then the section displays metrics such as average scores, grade distribution, and overall assessment completion rate

Admin filters assessment data by class

Given the admin is on the Analytics Dashboard page, when the admin selects a class from the filter options, then the dashboard updates and displays assessment data specific to the selected class

Admin filters assessment data by subject

Given the admin is on the Analytics Dashboard page, when the admin selects a subject from the filter options, then the dashboard updates and displays assessment data specific to the selected subject

Admin filters assessment data by assessment type

Given the admin is on the Analytics Dashboard page, when the admin selects an assessment type from the filter options, then the dashboard updates and displays assessment data specific to the selected assessment type

Admin views question difficulty analysis

Given the admin is on the Analytics Dashboard page, when the admin navigates to the question difficulty analysis section, then the section displays metrics and visualizations that show the distribution of question difficulty levels

Admin views student performance trends over time

Given the admin is on the Analytics Dashboard page, when the admin navigates to the student performance trends section, then the section displays visualizations that illustrate the performance trends of students over a specified period of time

Admin generates reports based on selected criteria

Given the admin is on the Analytics Dashboard page, when the admin selects specific criteria for generating reports, then the dashboard generates reports that provide insights into assessment performance and trends based on the selected criteria

Admin exports data from the Analytics Dashboard

Given the admin is on the Analytics Dashboard page, when the admin clicks on the export button, then the dashboard exports the displayed data in a downloadable format

Collaborative Learning Spaces

Collaborative Learning Spaces provide students and educators with a platform for interactive collaboration and knowledge sharing. Students can participate in group projects, discussions, and peer-to-peer learning activities. This feature fosters teamwork, communication skills, and cooperative learning. Educators can facilitate group activities, monitor participation, and provide guidance within the collaborative learning environment. It also encourages students to take ownership of their learning, as they actively contribute to the collective knowledge within the learning community.

Requirements

Real-time Chat Functionality

User Story: As a student, I want to be able to chat with my peers in real-time within the Collaborative Learning Spaces so that we can discuss and collaborate on our projects and assignments more efficiently.
Description: The Real-time Chat Functionality allows students to communicate with each other in real-time within the Collaborative Learning Spaces. This feature includes a chat window where students can send text messages, share files, and collaborate on projects and assignments. Students can see who is online and available for chat, start private conversations, or participate in group discussions. This enhances the collaboration and communication within the learning environment, making it easier for students to work together on their projects and assignments. It also promotes active engagement and peer learning, as students can ask questions, share ideas, and provide feedback to their peers in real-time.
Acceptance Criteria: Students can send text messages to each other in real-time

Given that two students are online and in the Collaborative Learning Space, when one student sends a text message, then the other student should receive the message instantly

Students can share files with each other in real-time

Given that two students are online and in the Collaborative Learning Space, when one student shares a file, then the other student should receive the file instantly and be able to view and download it

Students can start private conversations with each other

Given that two students are online and in the Collaborative Learning Space, when one student starts a private conversation with another student, then only the two students should be able to view and participate in the conversation

Students can participate in group discussions

Given that multiple students are online and in the Collaborative Learning Space, when a student posts a message in a group discussion, then all the students in the group should be able to view and respond to the message

Students can see who is online and available for chat

Given that multiple students are online and in the Collaborative Learning Space, when a student checks the online status, then they should see a list of other students who are currently online

Discussion Forum Integration

User Story: As an educator, I want to integrate a discussion forum within the Collaborative Learning Spaces so that students can engage in meaningful discussions and share their thoughts and insights on various topics.
Description: The Discussion Forum Integration feature allows educators to integrate a discussion forum within the Collaborative Learning Spaces. This forum enables students to engage in meaningful discussions, share their thoughts and insights, and ask questions related to the course content. Students can create new discussion threads, reply to existing threads, and interact with their peers. Educators can moderate and facilitate the discussions, provide guidance, and ensure that the forum remains a safe and respectful space for learning. The discussion forum promotes critical thinking, collaboration, and knowledge sharing among students, fostering a rich learning community within the Collaborative Learning Spaces.
Acceptance Criteria: Students can create new discussion threads

Given that a student is in the Collaborative Learning Spaces, when they create a new discussion thread, then the thread should be visible to other students and educators.

Students can reply to existing threads

Given that a student is in the Collaborative Learning Spaces, when they reply to an existing discussion thread, then their reply should be visible to other students and educators.

Students can interact with their peers

Given that a student is in the Collaborative Learning Spaces, when they interact with their peers in the discussion forum, then their interactions should be visible to other students and educators.

Educators can moderate the discussions

Given that an educator is in the Collaborative Learning Spaces, when they moderate the discussions in the forum, then they should be able to remove inappropriate content and ensure respectful communication.

Educators can facilitate the discussions

Given that an educator is in the Collaborative Learning Spaces, when they facilitate the discussions in the forum, then they should be able to provide guidance and support to students.

The forum should be a safe space for learning

Given that a student is in the Collaborative Learning Spaces, when they participate in the discussion forum, then they should feel safe to share their thoughts and ideas without fear of judgment or harassment.

Screen Sharing Capability

User Story: As a student, I want to be able to share my screen within the Collaborative Learning Spaces so that I can demonstrate and present my work to my peers and educators.
Description: The Screen Sharing Capability allows students to share their screen within the Collaborative Learning Spaces. This feature enables students to demonstrate and present their work, such as projects, presentations, or coding exercises, to their peers and educators. Students can share their entire screen or specific application windows, allowing others to see their work in real-time. This enhances the interactive and collaborative nature of the learning environment, as students can receive feedback, ask questions, and engage in discussions based on the shared content. The screen sharing capability also facilitates remote learning, as students can participate in virtual presentations and demonstrations, regardless of their physical location.
Acceptance Criteria: Student shares entire screen

Given that a student is in a Collaborative Learning Space, when the student chooses to share their screen, then all participants in the space are able to see the student's entire screen.

Student shares specific application window

Given that a student is in a Collaborative Learning Space, when the student selects a specific application window to share, then all participants in the space are able to see only that specific application window being shared.

Participant views shared screen

Given that a student is sharing their screen in a Collaborative Learning Space, when another participant joins the space, then the participant is able to view the screen being shared by the student.

Screen sharing controls

Given that a student is sharing their screen in a Collaborative Learning Space, when the student is presenting, then they have access to controls to pause, resume, and stop the screen sharing.

Screen sharing notifications

Given that a student is sharing their screen in a Collaborative Learning Space, when the student starts or stops screen sharing, then all participants in the space receive a notification indicating the status change.

Screen sharing availability

Given that a student is in a Collaborative Learning Space, when the student does not have screen sharing capability enabled, then the screen sharing option is not visible or accessible to the student.

Screen sharing limitations

Given that a student is sharing their screen in a Collaborative Learning Space, when the student shares their screen, then the screen sharing is limited to a certain number of participants to ensure optimal performance and user experience.

Version Control for Collaborative Projects

User Story: As an educator, I want the Collaborative Learning Spaces to have version control for collaborative projects so that students can easily track and manage changes made to their shared documents and avoid conflicts.
Description: Version Control for Collaborative Projects allows students to track and manage changes made to their shared documents within the Collaborative Learning Spaces. This feature automatically keeps a record of the revisions made to the documents, including who made the changes and when. Students can easily compare different versions, merge changes, and revert to previous versions if needed. This helps to avoid conflicts and confusion when multiple students are working on the same project simultaneously. It also promotes accountability and transparency, as students can see the contribution of each team member and track the progress of the project. Educators can also review the version history and provide feedback on specific revisions, ensuring that students learn effective collaboration and document management skills.
Acceptance Criteria: Students can create new documents within the Collaborative Learning Spaces.

Given a Collaborative Learning Space, when a student creates a new document, then the document should be saved with a unique identifier.

Students can edit their own documents within the Collaborative Learning Spaces.

Given a Collaborative Learning Space and a student's document, when the student makes edits to the document, then the changes should be saved as a new version with a timestamp.

Students can view the version history of their documents within the Collaborative Learning Spaces.

Given a Collaborative Learning Space and a student's document with multiple versions, when the student selects the 'Version History' option, then a list of all previous versions should be displayed with the respective timestamps.

Students can compare different versions of their documents within the Collaborative Learning Spaces.

Given a Collaborative Learning Space and a student's document with multiple versions, when the student selects two different versions to compare, then the changes between the two versions should be highlighted and displayed.

Students can revert to previous versions of their documents within the Collaborative Learning Spaces.

Given a Collaborative Learning Space, a student's document with multiple versions, and a selected previous version, when the student selects the 'Revert' option for a specific version, then the document should be replaced with the selected version.

Educators can view the version history of students' documents within the Collaborative Learning Spaces.

Given a Collaborative Learning Space and a student's document with multiple versions, when the educator selects the 'Version History' option, then a list of all previous versions should be displayed with the respective timestamps.

Educators can provide feedback on specific revisions of students' documents within the Collaborative Learning Spaces.

Given a Collaborative Learning Space, a student's document with multiple versions, and a selected version, when the educator selects the 'Provide Feedback' option for a specific revision, then the educator should be able to add comments or suggestions directly on the document.

Integrated Video Conferencing

User Story: As a student, I want to have integrated video conferencing within the Collaborative Learning Spaces so that I can have face-to-face discussions and meetings with my peers and educators, even in remote learning environments.
Description: The Integrated Video Conferencing feature allows students to have face-to-face discussions and meetings with their peers and educators within the Collaborative Learning Spaces. This feature includes a video conferencing tool that enables real-time video and audio communication. Students can initiate video calls, join virtual meetings, and participate in group discussions. The integrated video conferencing feature enhances the sense of presence and human connection in the learning environment, making it easier for students to build relationships, ask questions, and receive immediate feedback. It also facilitates remote learning, as students can engage in real-time interactions regardless of their physical location, promoting inclusive and accessible education.
Acceptance Criteria: Student initiates a video call

Given that the student is in the Collaborative Learning Space, When the student selects the option to initiate a video call, Then the video call should be successfully started.

Student joins a virtual meeting

Given that the student is in the Collaborative Learning Space, When the student receives an invitation to join a virtual meeting, Then the student should be able to join the virtual meeting without any issues.

Student participates in a group discussion

Given that the student is in the Collaborative Learning Space, When the student engages in a group discussion, Then the student should be able to use the video conferencing feature to communicate with other participants.

Student receives immediate feedback through video conferencing

Given that the student is in a video call within the Collaborative Learning Space, When the student asks a question or seeks feedback, Then the student should receive immediate responses and feedback from the participants in the call.

Student can engage in real-time interactions regardless of physical location

Given that the student is in a remote location, When the student uses the video conferencing feature within the Collaborative Learning Space, Then the student should be able to engage in real-time interactions with peers and educators.

Video conferencing feature is accessible for students with disabilities

Given that the student has disabilities that require specific accommodations, When the student uses the video conferencing feature, Then the feature should be accessible and compatible with assistive technologies for students with disabilities.

AI-Powered Adaptive Assessments

AI-Powered Adaptive Assessments is an intelligent feature in EduBridge that provides personalized assessments for students. Using advanced algorithms and machine learning, the system analyzes each student's performance, identifies their strengths and weaknesses, and adapts the difficulty level of questions accordingly. The assessments are designed to challenge students and help them progress based on their individual learning curve. With AI-Powered Adaptive Assessments, educators can easily track student progress, identify areas for improvement, and provide targeted support. This feature not only enhances the assessment process but also ensures that students receive tailored feedback and gain a deeper understanding of the subject matter.

Requirements

Customizable Assessment Templates

User Story: As an educator, I want to be able to customize assessment templates so that I can tailor the assessments to align with my curriculum and teaching objectives.
Description: The AI-Powered Adaptive Assessments feature should provide educators with the ability to create and customize assessment templates. This includes the option to choose different question types, determine the difficulty level, and specify the learning objectives covered by the assessment. By having customizable assessment templates, educators can align the assessments with their curriculum and teaching objectives, ensuring that the assessments accurately measure the students' knowledge and skills in the desired areas.
Acceptance Criteria: Educator can choose from a variety of question types

Given that the educator is creating an assessment template, when the educator selects the question type from the available options, then the chosen question type is added to the template.

Educator can specify the difficulty level of the assessment

Given that the educator is creating an assessment template, when the educator chooses the difficulty level of the assessment, then the template is adjusted to include questions of the specified difficulty level.

Educator can define the learning objectives covered by the assessment

Given that the educator is creating an assessment template, when the educator specifies the learning objectives to be covered, then the template is updated to include questions relevant to the specified learning objectives.

Educator can customize the order and organization of questions

Given that the educator is creating an assessment template, when the educator arranges the questions in a specific order or organizes them into sections, then the template reflects the desired order and organization of questions.

Changes in assessment template do not affect previous assessments

Given that the educator has created an assessment template and assigned it to a group of students, when the educator makes changes to the template, the previous assessments completed by the students are not affected and maintain their original structure.

Dynamic Question Difficulty

User Story: As a student, I want to be challenged with questions of appropriate difficulty level, so that I can learn and improve my knowledge and skills.
Description: The AI-Powered Adaptive Assessments should dynamically adjust the difficulty level of questions based on the student's performance. As the student progresses through the assessment, the system should analyze their responses and adapt the difficulty level of subsequent questions. This ensures that the student is presented with questions that are appropriately challenging, allowing them to learn and improve their knowledge and skills. By providing dynamically adjusted question difficulty, the feature creates a personalized learning experience for each student and encourages continuous growth.
Acceptance Criteria: Initial assessment for a student with no previous performance data

Given a student with no previous performance data, when they take the initial assessment, then the system should present questions of moderate difficulty level.

Student answers previous questions correctly

Given a student who has been answering questions correctly, when they answer a question correctly, then the system should increase the difficulty level of the next question.

Student answers previous questions incorrectly

Given a student who has been answering questions incorrectly, when they answer a question incorrectly, then the system should decrease the difficulty level of the next question.

Student consistently answers questions correctly

Given a student who has been consistently answering questions correctly, when they continue to answer questions correctly, then the system should progressively increase the difficulty level to provide a challenge and encourage further learning.

Student consistently answers questions incorrectly

Given a student who has been consistently answering questions incorrectly, when they continue to answer questions incorrectly, then the system should gradually decrease the difficulty level to provide more practice and support their learning.

Student demonstrates significant improvement

Given a student who initially struggled but demonstrates significant improvement, when they answer questions correctly consistently, then the system should gradually increase the difficulty level to further challenge the student based on their progress.

Student reaches maximum difficulty level

Given a student who has reached the maximum difficulty level, when they continue to answer questions correctly, then the system should maintain the difficulty level at the maximum to provide a suitable level of challenge.

Student consistently answers questions incorrectly at maximum difficulty level

Given a student who consistently answers questions incorrectly at the maximum difficulty level, when they continue to answer questions incorrectly, then the system should reduce the difficulty level to provide more practice and support their learning.

Real-time Feedback

User Story: As a student, I want to receive real-time feedback on my assessment performance, so that I can understand my strengths and areas for improvement.
Description: The AI-Powered Adaptive Assessments should provide students with real-time feedback on their assessment performance. After answering each question, the system should analyze their response and provide immediate feedback on whether the answer is correct or incorrect. Additionally, the feedback should include explanations or additional resources to help the student understand the concept better. By providing real-time feedback, the feature empowers students to self-assess their knowledge and identify their strengths and areas for improvement, enabling them to actively participate in their learning journey.
Acceptance Criteria: Receive feedback after answering each question

Given a student answers a question in the assessment, when the student submits the answer, then the system should analyze the response and provide immediate feedback on whether the answer is correct or incorrect.

Include explanations in the feedback

Given a student receives feedback on an incorrect answer, when the feedback is provided, then it should include explanations or additional resources to help the student understand the concept better.

Prompt the student to review their answer

Given a student answers a question and receives feedback, when the feedback is displayed, then it should prompt the student to review their answer and understand their mistakes and misconceptions.

Provide immediate feedback for skipped questions

Given a student skips a question in the assessment, when the student moves to the next question, then the system should provide immediate feedback for the skipped question, indicating that it was skipped.

Allow the student to review feedback for completed assessments

Given a student completes an assessment, when the student views the assessment report or summary, then the system should allow the student to review the feedback for each answered question.

Intelligent Recommendations for Remedial Support

User Story: As an educator, I want the system to provide intelligent recommendations for remedial support to students who are struggling, so that I can provide targeted assistance and intervention.
Description: The AI-Powered Adaptive Assessments should have the capability to identify students who are struggling based on their assessment performance. When a student encounters difficulty or consistently performs below a certain threshold, the system should generate intelligent recommendations for remedial support. These recommendations could include additional learning resources, practice exercises, or personalized interventions. By providing intelligent recommendations, the feature helps educators target their support and intervention efforts to the students who need it the most, fostering personalized and effective learning experiences.
Acceptance Criteria: System identifies struggling students based on assessment performance

Given a student's assessment performance falls below a certain threshold When the system analyzes the performance Then the system identifies the student as struggling

System generates intelligent recommendations for remedial support

Given a student is identified as struggling When the system generates intelligent recommendations Then the recommendations include additional learning resources, practice exercises, or personalized interventions

System provides targeted support and intervention recommendations to educators

Given the system generates intelligent recommendations for remedial support When educators access the recommendations Then the recommendations are targeted to the specific needs of each struggling student

System fosters personalized and effective learning experiences

Given the system provides targeted support and intervention recommendations When educators provide assistance and intervention based on the recommendations Then students receive personalized and effective support

Progress Tracking and Analytics

User Story: As an educator, I want to track the progress of my students and access analytics on their assessment performance, so that I can make data-driven decisions and provide targeted support.
Description: The AI-Powered Adaptive Assessments should provide educators with comprehensive progress tracking and analytics functionality. This includes the ability to view individual student performance, analyze class-wide trends, and generate data-driven reports. The feature should present data on completion rates, average scores, time taken, and performance distribution. By offering detailed progress tracking and analytics, the feature empowers educators to make informed decisions, identify areas for improvement, and provide targeted support to students. This promotes data-driven instruction and enhances the overall assessment and learning process.
Acceptance Criteria: View individual student performance

Given that I am an educator, when I access the progress tracking and analytics feature, then I should be able to view the performance of each individual student.

Analyze class-wide trends

Given that I am an educator, when I access the progress tracking and analytics feature, then I should be able to analyze trends and patterns in the performance of the entire class.

Generate data-driven reports

Given that I am an educator, when I access the progress tracking and analytics feature, then I should be able to generate comprehensive reports based on the assessment data.

View completion rates

Given that I am an educator, when I access the progress tracking and analytics feature, then I should be able to view the completion rates of the assessments for each student.

View average scores

Given that I am an educator, when I access the progress tracking and analytics feature, then I should be able to view the average scores of the assessments for each student.

View time taken

Given that I am an educator, when I access the progress tracking and analytics feature, then I should be able to view the time taken by each student to complete the assessments.

View performance distribution

Given that I am an educator, when I access the progress tracking and analytics feature, then I should be able to view the distribution of performance across different levels (e.g., high, medium, low) for each student.

Collaborative Learning Spaces

Collaborative Learning Spaces in EduBridge create virtual classrooms that foster interaction and collaboration among students. Through this feature, students can join virtual study groups, work collaboratively on projects, and engage in discussions with their peers. Educators can facilitate group activities, assign tasks, and moderate discussions to encourage active participation. Collaborative Learning Spaces break down the barriers of physical classrooms, allowing students from different locations to come together and learn from each other. This feature promotes teamwork, communication skills, and the exchange of ideas, enhancing the overall learning experience for students.

Requirements

Virtual Study Group Creation

User Story: As a student, I want to create virtual study groups so that I can collaborate with my peers on assignments and projects.
Description: The Virtual Study Group Creation requirement enables students to create virtual study groups within the Collaborative Learning Spaces feature. Students can invite their peers to join these study groups and collaborate on assignments, projects, and study materials. This feature allows students to easily connect with classmates who have similar academic interests or are working on the same subjects. By creating virtual study groups, students can enhance their learning experience, exchange knowledge, and support each other in their academic journey.
Acceptance Criteria: Student creates a virtual study group

Given a student is logged in to EduBridge, when the student selects the Collaborative Learning Spaces feature, and chooses to create a new study group, then a new virtual study group is created with the student as the owner.

Student invites peers to join the study group

Given a student is logged in to EduBridge and is the owner of a virtual study group, when the student selects the option to invite peers, then a list of the student's peers is displayed and the student can select and invite them to join the study group.

Peer accepts the invitation to join the study group

Given a student receives an invitation to join a virtual study group, when the student accepts the invitation, then the student is added as a member of the study group.

Student posts a discussion topic in the study group

Given a student is a member of a virtual study group, when the student posts a discussion topic, then the topic is displayed in the study group and other members can view and participate in the discussion.

Student uploads files to the study group

Given a student is a member of a virtual study group, when the student uploads files to the study group, then the files are stored and accessible to other members of the study group.

Student assigns tasks to study group members

Given a student is the owner of a virtual study group, when the student assigns tasks to study group members, then the tasks are displayed in the study group and members can view and mark their progress.

Student leaves the study group

Given a student is a member of a virtual study group, when the student chooses to leave the study group, then the student is removed from the group and no longer has access to the study group's content.

Discussion Forum Integration

User Story: As an educator, I want to integrate a discussion forum within the Collaborative Learning Spaces so that students can engage in meaningful discussions and share ideas.
Description: The Discussion Forum Integration requirement aims to enhance the Collaborative Learning Spaces feature by integrating a discussion forum. Educators can create topic-specific discussion threads where students can participate and share their thoughts, ask questions, and engage in academic conversations. This feature promotes active learning, critical thinking, and fosters a sense of community among students. Students can gain different perspectives, learn from their peers, and explore diverse viewpoints through the discussion forum, contributing to a rich and interactive learning environment.
Acceptance Criteria: Students can create new discussion threads.

Given that a student is in a Collaborative Learning Space, when the student wants to initiate a discussion, then they should be able to create a new discussion thread.

Students can participate in existing discussion threads.

Given that a student is in a Collaborative Learning Space with discussion threads, when the student wants to contribute to a discussion, then they should be able to post comments or replies in the existing discussion threads.

Educators can create new discussion threads.

Given that an educator is in a Collaborative Learning Space, when the educator wants to facilitate a discussion, then they should be able to create a new discussion thread.

Educators can moderate discussions.

Given that an educator is in a Collaborative Learning Space with discussion threads, when the educator wants to moderate the discussions, then they should be able to review and approve/delete comments or replies, and ensure the discussions are respectful and on-topic.

Students receive notifications for new discussion activity.

Given that a student is a participant in a Collaborative Learning Space with discussion threads, when there is new activity in the discussion threads (e.g., new comments or replies), then the student should receive notifications to stay updated and engage in the discussions.

Students can subscribe to specific discussion threads.

Given that a student is in a Collaborative Learning Space with discussion threads, when the student wants to receive updates for specific discussion threads, then they should be able to subscribe to those threads and receive notifications for new activity.

Educators have the ability to lock/unlock discussion threads.

Given that an educator is in a Collaborative Learning Space with discussion threads, when the educator wants to control the participation in the discussions, then they should have the ability to lock/unlock specific discussion threads to restrict or allow further comments or replies.

Students can search for specific discussion threads.

Given that a student is in a Collaborative Learning Space with multiple discussion threads, when the student wants to find specific discussions, then they should be able to search for particular discussion topics or keywords to locate the relevant threads.

Task Assignment and Management

User Story: As an educator, I want to assign tasks and manage their progress within the Collaborative Learning Spaces to facilitate group activities and monitor student engagement.
Description: The Task Assignment and Management requirement empowers educators to assign tasks, projects, or assignments within the Collaborative Learning Spaces. Educators can define the task details, set due dates, and assign them to individual students or groups. This feature provides educators with the ability to track the progress of each task, monitor student engagement, and provide timely feedback and guidance. By enabling task assignment and management, Educators can facilitate effective group activities, promote accountability, and ensure that students are actively participating in collaborative learning experiences.
Acceptance Criteria: Educator assigns a task to an individual student

Given an educator has access to the Collaborative Learning Spaces, when the educator selects a task and assigns it to an individual student, then the task is successfully assigned to the student and appears in their task list.

Educator assigns a task to a group of students

Given an educator has access to the Collaborative Learning Spaces, when the educator selects a task and assigns it to a group of students, then the task is successfully assigned to the group and appears in each group member's task list.

Educator sets a due date for a task

Given an educator has access to the Collaborative Learning Spaces, when the educator assigns a task and sets a due date, then the due date is saved for the task and displayed to the students.

Students submit their completed tasks

Given a student has access to the Collaborative Learning Spaces and has been assigned a task, when the student completes the task and submits it, then the task is marked as completed and the submission is stored for the educator to review.

Educator tracks the progress of assigned tasks

Given an educator has access to the Collaborative Learning Spaces, when the educator views the task list, then the progress status of each assigned task is displayed (e.g., not started, in progress, completed).

Educator provides feedback on student's completed task

Given an educator has access to the Collaborative Learning Spaces and a student has submitted a completed task, when the educator reviews the task and provides feedback, then the feedback is saved and visible to the student.

Moderation and Content Control

User Story: As an educator, I want to have moderation capabilities and control over the content shared within the Collaborative Learning Spaces to ensure a safe and productive learning environment.
Description: The Moderation and Content Control requirement allows educators to moderate and control the content shared within the Collaborative Learning Spaces. Educators can review and approve the content before it is visible to other students, ensuring that the discussions and shared materials align with educational standards and policies. This feature also provides educators with the ability to remove any inappropriate or irrelevant content, maintaining a safe and productive learning environment. By having moderation and content control capabilities, educators can promote responsible and respectful collaboration among students.
Acceptance Criteria: Educator approves a student's discussion post

Given a student has submitted a discussion post in a Collaborative Learning Space, When the educator reviews and approves the post, Then the post should be visible to all students in the space.

Educator rejects a student's discussion post

Given a student has submitted a discussion post in a Collaborative Learning Space, When the educator reviews and rejects the post, Then the post should not be visible to other students in the space and the student should be notified of the rejection.

Educator removes inappropriate content from a discussion

Given an inappropriate content is posted in a discussion in a Collaborative Learning Space, When the educator identifies and removes the content, Then the content should be immediately deleted and no longer visible to any students in the space.

Educator disables file-sharing in a Collaborative Learning Space

Given file-sharing is enabled in a Collaborative Learning Space, When the educator disables file-sharing, Then students should no longer be able to upload or download files in the space.

Educator enables content filtering in a Collaborative Learning Space

Given content filtering is enabled in a Collaborative Learning Space, When students attempt to share content that violates the filtering rules, Then the content should be automatically blocked and not visible to other students.

Real-Time Collaboration Tools

User Story: As a student, I want access to real-time collaboration tools within the Collaborative Learning Spaces so that I can easily collaborate with my peers on group projects.
Description: The Real-Time Collaboration Tools requirement enhances the Collaborative Learning Spaces feature by providing students with access to real-time collaboration tools. These tools enable students to collaborate on group projects, assignments, or presentations in real-time. Features such as synchronous document editing, chat functionality, and shared whiteboards allow students to work together seamlessly, regardless of their physical location. This requirement empowers students to collaborate efficiently, exchange ideas, and co-create content, fostering a more engaging and interactive learning experience.
Acceptance Criteria: Student can collaborate with peers in real-time

Given a Collaborative Learning Space with real-time collaboration tools, when a student joins the space, then the student should be able to collaborate with their peers in real-time.

Synchronous document editing is supported

Given a Collaborative Learning Space with real-time collaboration tools, when multiple students are editing a document simultaneously, then all changes should be visible in real-time to all collaborators.

Chat functionality allows for real-time communication

Given a Collaborative Learning Space with real-time collaboration tools, when students use the chat functionality, then their messages should be instantly visible to all participants.

Shared whiteboard enables collaborative brainstorming

Given a Collaborative Learning Space with real-time collaboration tools, when students use the shared whiteboard, then all participants should be able to see the changes made in real-time.

Real-time notification of new updates

Given a Collaborative Learning Space with real-time collaboration tools, when there are new updates or changes made by other participants, then all users should receive real-time notifications to stay up to date.

Real-time activity tracking

Given a Collaborative Learning Space with real-time collaboration tools, when students collaborate, their activities such as edits, comments, and interactions should be tracked in real-time for later review.

Interactive Multimedia Content

Interactive Multimedia Content in EduBridge transforms traditional learning materials into engaging and interactive resources. This feature allows educators to incorporate videos, images, audio, and interactive elements into their lessons, making learning more dynamic and stimulating. Students can actively engage with the content through quizzes, interactive simulations, and gamified activities, ensuring active participation and deep understanding. Interactive Multimedia Content enhances retention, caters to diverse learning styles, and brings lessons to life. With this feature, educators can create captivating learning experiences that leave a lasting impact on students.

Requirements

User-generated Content Upload

User Story: As an educator, I want to upload my own multimedia content so that I can customize the learning experience.
Description: The User-generated Content Upload requirement allows educators to upload their own multimedia content, such as videos, images, and audio files, to be included in the interactive lessons. This feature provides flexibility and customization options for educators to tailor the content to their specific teaching needs. By allowing user-generated content upload, EduBridge empowers educators to create engaging and personalized learning experiences for their students. This requirement benefits both educators and students, as it enhances the flexibility of the platform and facilitates a more interactive learning environment.
Acceptance Criteria: Educator uploads a video file as user-generated content

Given an educator is logged into the EduBridge platform, when the educator selects the 'Upload Content' option, and selects a video file from their device, then the video file should be successfully uploaded and appear as user-generated content in the lesson.

Educator uploads an image file as user-generated content

Given an educator is logged into the EduBridge platform, when the educator chooses to upload content and selects an image file from their device, then the image file should be successfully uploaded and appear as user-generated content in the lesson.

Educator uploads an audio file as user-generated content

Given an educator is logged into the EduBridge platform, when the educator uploads an audio file from their device for user-generated content, then the audio file should be successfully uploaded and appear as user-generated content in the lesson.

Educator can preview the uploaded user-generated content

Given an educator has uploaded user-generated content, when the educator chooses to preview the content, then the content should be displayed for preview with correct formatting and functionality.

Educator can edit the uploaded user-generated content

Given an educator has uploaded user-generated content, when the educator chooses to edit the content, then the content should be editable and the changes made by the educator should be saved.

Educator can delete the uploaded user-generated content

Given an educator has uploaded user-generated content, when the educator chooses to delete the content, then the content should be permanently removed from the lesson and no longer accessible to students.

Educator can organize and arrange the user-generated content in the lesson

Given an educator has uploaded multiple user-generated content items, when the educator views the content in the lesson, then the content should be organized and can be arranged in a preferred order by the educator.

Multimedia Content Library

User Story: As an educator, I want to access a library of pre-existing multimedia content so that I can enrich my lessons.
Description: The Multimedia Content Library requirement provides educators with a wide range of pre-existing multimedia content that they can incorporate into their lessons. The library includes a variety of videos, images, audio files, and interactive elements that are relevant to different subjects and topics. Educators can search and select the content they need, saving them time and effort in creating their own multimedia materials. This feature enhances the quality and richness of the learning materials, making the lessons more engaging and compelling for students. The Multimedia Content Library requirement benefits educators by providing them with a vast array of resources to enhance their lessons, and it benefits students by offering them diverse and interactive learning materials.
Acceptance Criteria: Educator can search for multimedia content by keyword

Given the educator is on the Multimedia Content Library page, when the educator enters a keyword in the search bar and clicks the search button, then the library should display multimedia content related to the entered keyword

Educator can filter multimedia content by subject

Given the educator is on the Multimedia Content Library page, when the educator selects a subject from the filter options and clicks the apply button, then the library should display multimedia content relevant to the selected subject

Educator can preview multimedia content before selecting

Given the educator is on the Multimedia Content Library page, when the educator clicks on a multimedia content item, then a preview of the content should be displayed

Educator can select multimedia content to include in a lesson

Given the educator is on the Multimedia Content Library page and has searched or filtered the content, when the educator clicks on the select button for a multimedia content item, then the selected content should be added to the lesson

Educator can see information about multimedia content

Given the educator is on the Multimedia Content Library page, when the educator views a multimedia content item, then the item should display relevant information such as title, description, duration, and subject

Educator can rate and provide feedback on multimedia content

Given the educator is on the Multimedia Content Library page, when the educator interacts with a multimedia content item, then the educator should have the option to rate the content and provide feedback

Educator can flag inappropriate multimedia content

Given the educator is on the Multimedia Content Library page, when the educator encounters inappropriate multimedia content, then the educator should have the option to flag the content as inappropriate

Interactive Quizzes and Assessments

User Story: As a student, I want to engage with interactive quizzes and assessments to test my understanding of the multimedia content.
Description: The Interactive Quizzes and Assessments requirement enables students to actively engage with the multimedia content by participating in interactive quizzes and assessments. These quizzes and assessments can be integrated seamlessly into the lessons, allowing students to test their understanding and retention of the content in real-time. The interactive nature of the quizzes and assessments promotes active learning and helps students reinforce their knowledge. This requirement benefits students by providing them with immediate feedback on their progress and understanding, and it benefits educators by providing them with valuable insights into the students' performance and areas of improvement.
Acceptance Criteria: Student starts an interactive quiz

Given that the student is on the multimedia content page, when the student clicks on the 'Start Quiz' button, then the interactive quiz should begin.

Student answers a quiz question

Given that the student is in the middle of an interactive quiz, when the student selects an answer option for a quiz question, then the selected option should be recorded.

Student submits a quiz

Given that the student has completed all the quiz questions, when the student clicks on the 'Submit Quiz' button, then the quiz should be submitted for evaluation.

Student receives feedback on quiz submission

Given that the student has submitted a quiz, when the quiz is evaluated, then the student should receive immediate feedback on their performance.

Student sees their quiz score

Given that the student has completed a quiz and received feedback, when the feedback is displayed, then the student should be able to see their quiz score.

Student can review quiz answers

Given that the student has completed a quiz and received feedback, when the feedback is displayed, then the student should be able to review their answers for each quiz question.

Interactive Simulations and Virtual Labs

User Story: As a student, I want to explore interactive simulations and virtual labs to enhance my understanding of the multimedia content in a practical way.
Description: The Interactive Simulations and Virtual Labs requirement offers students the opportunity to engage in hands-on learning experiences through interactive simulations and virtual labs. These simulations and virtual labs allow students to explore and interact with the multimedia content in a practical and immersive way, enabling them to understand complex concepts and theories through real-world examples. This feature enhances the learning experience by providing a practical application of the multimedia content and fostering critical thinking skills. The requirement benefits students by offering them a dynamic and engaging learning experience, and it benefits educators by providing them with a powerful tool to enhance student understanding and retention.
Acceptance Criteria: Accessing Interactive Simulations

Given that I am a student, when I navigate to the Interactive Multimedia Content section, then I should be able to access the Interactive Simulations.

Exploring diverse Virtual Labs

Given that I am a student, when I navigate to the Interactive Multimedia Content section, then I should be able to explore a variety of Virtual Labs related to the multimedia content.

Interacting with Simulations

Given that I am a student and I have accessed an Interactive Simulation, when I interact with the simulation inputs, then I should receive immediate feedback on my actions.

Performing experiments in Virtual Labs

Given that I am a student and I have accessed a Virtual Lab, when I perform experiments and manipulations within the lab environment, then the virtual lab should simulate the expected results accurately.

Saving and resuming lab progress

Given that I am a student and I am performing experiments in a Virtual Lab, when I save my progress and navigate away, then I should be able to resume from where I left off when I return to the lab.

Accessing supplementary materials

Given that I am a student and I am exploring an Interactive Simulation or Virtual Lab, when I require additional information or reference materials, then I should be able to access supplementary materials such as text notes or visual aids.

Gamified Activities and Challenges

User Story: As a student, I want to participate in gamified activities and challenges to make learning fun and engaging.
Description: The Gamified Activities and Challenges requirement introduces game elements into the interactive multimedia content, making learning more enjoyable and engaging for students. These gamified activities and challenges can include quizzes, puzzles, simulations, and competitions, creating a sense of excitement and motivation for students to actively participate in the learning process. By incorporating gamified elements, EduBridge promotes a positive learning environment and encourages students to take ownership of their learning. This requirement benefits students by making learning fun and enjoyable, and it benefits educators by increasing student motivation and engagement.
Acceptance Criteria: Student completes a quiz successfully

Given a quiz is available in the interactive multimedia content, when the student answers all the questions correctly, then the student is marked as completed and receives a congratulatory message

Student unlocks a new level after completing a challenge

Given a challenging activity is available in the interactive multimedia content with multiple levels, when the student successfully completes a level, then the next level is unlocked and accessible to the student

Student earns achievement badges

Given various achievements are defined for the interactive multimedia content, when the student accomplishes specific tasks or milestones, then the student is awarded corresponding achievement badges

Student participates in a simulation

Given a simulation activity is available in the interactive multimedia content, when the student actively engages with the simulation and completes the required tasks, then the student gains practical knowledge and understanding of the subject

Student competes with peers in a leaderboard

Given a competitive activity is available in the interactive multimedia content, when the student participates and achieves a high score, then the student's score is displayed on a leaderboard to compare and compete with other students

Real-time Progress Tracking

Real-time Progress Tracking in EduBridge provides instant insights into student performance and progress. Educators can view real-time analytics and reports that highlight individual student achievements, areas for improvement, and overall class performance. This feature allows educators to identify struggling students and provide timely interventions, ensuring no student is left behind. Real-time Progress Tracking also empowers students to monitor their own progress, set goals, and take ownership of their learning journey. With this feature, educators and students have access to actionable data that informs instruction and promotes continuous growth.

Requirements

Real-Time Progress Dashboard

User Story: As an educator, I want to have a centralized real-time progress dashboard so that I can easily track the performance and progress of my students.
Description: The Real-Time Progress Dashboard provides educators with a centralized and comprehensive view of student performance and progress. It displays real-time data in a user-friendly interface, allowing educators to easily track and monitor the academic growth of their students. The dashboard includes visual representations of key metrics such as student grades, attendance, completion status, and engagement levels. By having access to this information in real-time, educators can quickly identify students who may need additional support or interventions. The dashboard also allows educators to filter and customize the view based on various criteria, such as grade level, subject, or specific learning objectives. With the Real-Time Progress Dashboard, educators can make data-informed decisions, personalize instruction, and ensure every student is on track to achieve their academic goals.
Acceptance Criteria: Educator can view real-time analytics of student performance

Given that an educator is logged into the Real-Time Progress Dashboard, when they navigate to the analytics section, then they should see real-time data on student performance, such as grades, progress, and engagement levels.

Educator can filter the view based on grade level

Given that an educator is viewing the Real-Time Progress Dashboard, when they select a specific grade level from the filter options, then the dashboard should display the data specific to that grade level only.

Educator can filter the view based on subject

Given that an educator is viewing the Real-Time Progress Dashboard, when they choose a specific subject from the filter options, then the dashboard should show the data related to that subject only.

Educator can filter the view based on learning objectives

Given that an educator is using the Real-Time Progress Dashboard, when they select specific learning objectives from the filter options, then the dashboard should present the data specific to those learning objectives only.

Educator can identify struggling students

Given that an educator is using the Real-Time Progress Dashboard, when they review the performance metrics, such as grades and completion status, then they should be able to identify students who are struggling academically.

Educator can take timely interventions

Given that an educator identifies struggling students using the Real-Time Progress Dashboard, when they access student profiles from the dashboard, then they should be able to take timely interventions, such as providing additional support or assigning remedial tasks.

Educator can view overall class performance

Given that an educator is using the Real-Time Progress Dashboard, when they navigate to the class performance section, then they should see an overview of the overall class performance, including average grades, attendance rates, and completion rates.

Students can monitor their own progress

Given that a student is logged into their EduBridge account, when they access the Real-Time Progress Dashboard, then they should be able to view their own performance metrics, such as grades, completion status, and engagement levels.

Students can set goals based on their progress

Given that a student is using the Real-Time Progress Dashboard, when they review their performance metrics, then they should be able to set goals for improvement based on their progress data.

Students can track their own growth over time

Given that a student is using the Real-Time Progress Dashboard, when they access the progress history feature, then they should be able to track their own growth and improvement over time through visual representations and progress charts.

Student Progress Notifications

User Story: As a student, I want to receive notifications about my progress in real-time so that I can stay motivated and take necessary actions to improve.
Description: The Student Progress Notifications feature enables students to receive real-time notifications about their academic progress. Students will receive alerts and updates regarding their grades, completion status, and overall performance. These notifications can be delivered through various channels such as email, mobile app notifications, or SMS messages. By receiving timely feedback and reminders, students can stay motivated, track their own progress, and take necessary actions to improve their learning outcomes. The notifications can be personalized based on individual student goals, allowing each student to receive relevant and targeted information. With the Student Progress Notifications feature, students are empowered to take ownership of their learning journey and make informed decisions about their education.
Acceptance Criteria: Student receives a notification when a new grade is added

Given a student has a grade added to their record, When the data is updated in real-time, Then the student should receive a notification about the new grade.

Student receives a notification when a task is marked as complete

Given a student has a task marked as complete, When the task completion status is updated in real-time, Then the student should receive a notification about the task completion.

Student receives a weekly progress summary notification

Given a week has ended, When the system generates a progress summary for the student, Then the student should receive a weekly progress summary notification.

Student receives a reminder notification for upcoming deadlines

Given a student has upcoming deadlines for tasks or assignments, When the deadline is approaching, Then the student should receive a reminder notification about the upcoming deadlines.

Individual Student Performance Reports

User Story: As an educator, I want to generate individual student performance reports so that I can provide personalized feedback and interventions.
Description: The Individual Student Performance Reports feature enables educators to generate detailed reports on individual student performance. These reports provide educators with a comprehensive analysis of each student's strengths, weaknesses, and progress over time. The reports include information such as test scores, assignment grades, participation levels, and specific areas for improvement. Educators can use these reports to provide personalized feedback and interventions based on the individual needs of each student. The reports can be accessed and shared digitally, making it easier for educators to collaborate with colleagues, parents, and other stakeholders. By having access to detailed and up-to-date performance reports, educators can make data-driven decisions, implement targeted interventions, and support the academic growth of each student.
Acceptance Criteria: Generating a report for an individual student

Given an educator wants to generate a report for an individual student, when the educator selects the student and clicks on the 'Generate Report' button, then a detailed performance report for that student is generated.

Including test scores in the performance report

Given a performance report for an individual student, when the report is generated, then the report includes the test scores of the student.

Including assignment grades in the performance report

Given a performance report for an individual student, when the report is generated, then the report includes the grades of the student's assignments.

Including participation levels in the performance report

Given a performance report for an individual student, when the report is generated, then the report includes the participation levels of the student.

Providing specific areas for improvement in the performance report

Given a performance report for an individual student, when the report is generated, then the report includes specific areas for improvement identified for the student.

Accessing and sharing the performance report digitally

Given a performance report for an individual student, when the report is generated, then the report can be accessed and shared digitally with educators, parents, and other stakeholders.

Class Performance Analytics

User Story: As an educator, I want to view class performance analytics so that I can identify overall strengths and weaknesses and plan instruction accordingly.
Description: The Class Performance Analytics feature provides educators with a comprehensive overview of the overall performance of their class. This feature aggregates and analyzes data from multiple sources, including assessments, assignments, and participation levels. Educators can view class-wide metrics and analytics, such as average test scores, distribution of grades, and completion rates. This information allows educators to identify overall strengths and weaknesses within the class and make informed decisions about instructional strategies and curriculum planning. The Class Performance Analytics feature also enables educators to compare the performance of different groups of students, such as high achievers, at-risk students, or students with specific learning needs. By having access to class performance analytics, educators can tailor instruction, implement targeted interventions, and ensure all students are progressing towards their academic goals.
Acceptance Criteria: View overall class performance

Given an educator accesses the Class Performance Analytics feature, when they view the analytics dashboard, then they should be able to see the aggregated metrics of the entire class, such as average test scores, grade distribution, and completion rates.

Identify strengths and weaknesses

Given an educator accesses the Class Performance Analytics feature, when they analyze the data, then they should be able to identify the specific subjects or topics where the class is performing well and those where they need improvement.

Compare performance between student groups

Given an educator accesses the Class Performance Analytics feature, when they compare the performance of different groups of students, then they should be able to view and compare the metrics of high achievers, at-risk students, and students with specific learning needs.

Generate visual reports

Given an educator accesses the Class Performance Analytics feature, when they generate visual reports, then they should be able to create charts, graphs, and visual representations of the class performance data for easy interpretation and presentation.

Export class performance data

Given an educator accesses the Class Performance Analytics feature, when they export class performance data, then they should be able to download the analytics data in a format that can be shared with colleagues, administrators, or used for further analysis.

Parent Access to Real-Time Progress

User Story: As a parent, I want to have access to real-time progress of my child so that I can monitor their academic growth and support their learning journey.
Description: The Parent Access to Real-Time Progress feature allows parents to have access to real-time data about their child's academic progress. Parents can log in to a secure parent portal that provides an overview of their child's grades, assignments, completion status, and attendance. They can also receive notifications and updates about their child's progress, such as upcoming assignments, low grades, or missed classes. This feature enables parents to actively engage in their child's education, monitor their academic growth, and provide appropriate support and guidance. Parental involvement is crucial for student success, and the Parent Access to Real-Time Progress feature fosters a strong partnership between educators and parents, leading to improved student outcomes.
Acceptance Criteria: Parent logs in to the parent portal

Given that the parent has valid login credentials, when the parent enters their username and password, then they are successfully logged in to the parent portal.

Parent views the real-time progress summary

Given that the parent is logged in to the parent portal, when the parent navigates to the real-time progress section, then they can view a summary of their child's overall progress, including grades, assignments, completion status, and attendance.

Parent receives notifications and updates

Given that the parent is logged in to the parent portal, when there are updates or notifications about their child's progress, then the parent receives timely notifications and updates through the parent portal and/or email.

Parent accesses detailed reports

Given that the parent is logged in to the parent portal, when the parent selects a specific subject or time period, then they can access detailed reports of their child's performance, including individual assignment grades, test scores, and class participation.

Parent tracks their child's academic growth

Given that the parent is logged in to the parent portal, when the parent navigates to the academic growth tracking section, then they can track their child's progress over time, view trends, and identify areas of improvement or achievement.

Parent can provide feedback and communicate with educators

Given that the parent is logged in to the parent portal, when the parent wants to provide feedback or communicate with educators, then they can easily send messages to teachers, schedule meetings, or request additional support.

Intelligent Content Recommender

The Intelligent Content Recommender in EduBridge leverages AI technology to recommend personalized learning resources to students. Based on their performance, interests, and learning preferences, the system suggests additional study materials, relevant articles, and interactive content that align with their learning needs. The Intelligent Content Recommender enhances student engagement, broadens their knowledge base, and encourages self-directed learning. This feature saves educators time in searching for resources and ensures that students have access to a wide range of materials that cater to their individual learning requirements.

Requirements

Intelligent Content Filtering

User Story: As a student, I want the Intelligent Content Recommender to filter out irrelevant and outdated learning resources so that I can focus on high-quality and up-to-date materials.
Description: The Intelligent Content Filtering requirement aims to enhance the accuracy and relevance of the recommended learning resources. The system should have the capability to filter out irrelevant and outdated materials, ensuring that students are presented with only high-quality and up-to-date content. This will help students to avoid wasting time on irrelevant resources and focus on materials that are most relevant to their learning goals. The filtering process can be based on various factors including relevance to the student's current learning topics, publication date, credibility of the source, and user ratings or reviews. By providing accurate and up-to-date recommendations, the Intelligent Content Filtering feature will enhance the overall learning experience and improve student satisfaction.
Acceptance Criteria: Filter out irrelevant learning resources based on relevance to current learning topics

Given a student is using the Intelligent Content Recommender, when the system recommends learning resources, then all recommended resources should be relevant to the student's current learning topics.

Filter out outdated learning resources based on publication date

Given a student is using the Intelligent Content Recommender, when the system recommends learning resources, then all recommended resources should have a recent publication date to ensure they are up-to-date.

Filter out learning resources from unreliable sources

Given a student is using the Intelligent Content Recommender, when the system recommends learning resources, then all recommended resources should be from credible and reliable sources.

Filter out learning resources with low user ratings or bad reviews

Given a student is using the Intelligent Content Recommender, when the system recommends learning resources, then all recommended resources should have positive user ratings or reviews.

Personalized Content Recommendations

User Story: As a student, I want the Intelligent Content Recommender to provide personalized content recommendations based on my learning preferences and interests, so that I can have a customized learning experience.
Description: The Personalized Content Recommendations requirement aims to provide students with tailored learning resources that align with their individual learning preferences and interests. The system should analyze the student's past interactions, performance data, and user profile to understand their learning style, interests, and knowledge gaps. Based on this information, the Intelligent Content Recommender should recommend relevant study materials, articles, videos, and interactive content that cater to the student's specific needs. The recommendations can be generated using machine learning algorithms that continuously learn from the student's interactions and feedback. By providing personalized content recommendations, the Intelligent Content Recommender will promote engagement, motivation, and self-directed learning among students.
Acceptance Criteria: User profile-based recommendations

Given that a student has a user profile with learning preferences and interests, when they access the Intelligent Content Recommender, then the system should recommend learning resources that align with their profile.

Performance-based recommendations

Given that a student has a performance history with assessment data, when they access the Intelligent Content Recommender, then the system should recommend learning resources that target their identified knowledge gaps.

Context-based recommendations

Given that a student is currently studying a specific topic, when they access the Intelligent Content Recommender, then the system should recommend additional resources that provide in-depth coverage and supplementary material for that topic.

Learning style-based recommendations

Given that a student has a preferred learning style indicated in their user profile, when they access the Intelligent Content Recommender, then the system should recommend resources that cater to their preferred learning style (e.g., visual, auditory, kinesthetic).

Continuous learning and adaptation

Given that a student interacts with the Intelligent Content Recommender and provides feedback on the recommended resources, when they access the system again, then the recommendations should improve and become more aligned with their preferences over time.

Diverse content recommendations

Given that a student has varied interests and preferences, when they access the Intelligent Content Recommender, then the system should recommend a diverse range of learning resources from different subjects, formats (e.g., articles, videos, interactive quizzes), and difficulty levels.

Real-time recommendations

Given that a student's learning preferences and interests change over time, when they access the Intelligent Content Recommender, then the system should update the recommendations in real-time to align with their current preferences and interests.

Integration with Learning Management System

User Story: As an educator, I want the Intelligent Content Recommender to seamlessly integrate with the Learning Management System (LMS) used in my institution, so that I can easily incorporate the recommended learning resources into my course materials.
Description: The Integration with Learning Management System requirement aims to provide educators with a seamless integration between the Intelligent Content Recommender and the institution's Learning Management System (LMS). The integration should allow educators to easily access and incorporate the recommended learning resources into their course materials, assignments, and assessments within the LMS. This integration can be achieved through API integration or plugin integration, ensuring that the recommended resources are readily available and easily accessible to both the educators and students. By integrating with the LMS, the Intelligent Content Recommender will streamline the process of incorporating recommended resources into the curriculum, saving educators time and effort in searching for materials and enhancing the overall learning experience for students.
Acceptance Criteria: Educator can authenticate and authorize access to the Intelligent Content Recommender through the LMS.

Given an educator is logged into the LMS, When they access the Intelligent Content Recommender, Then they should be automatically authenticated and authorized.

Educator can easily search and browse recommended learning resources within the LMS.

Given an educator is using the Intelligent Content Recommender integrated with the LMS, When they search for learning resources based on keywords or topics, Then the system should display relevant and accurate search results within the LMS interface.

Educator can preview and evaluate recommended learning resources within the LMS.

Given an educator is using the Intelligent Content Recommender integrated with the LMS, When they select a recommended learning resource, Then they should be able to preview the resource within the LMS interface and evaluate its suitability for their course.

Educator can seamlessly embed recommended learning resources into their course materials within the LMS.

Given an educator is using the Intelligent Content Recommender integrated with the LMS, When they select a recommended learning resource, Then they should be able to easily embed the resource into their course materials (e.g., lectures, assignments) within the LMS interface.

Educator can track student engagement with the recommended learning resources within the LMS.

Given an educator is using the Intelligent Content Recommender integrated with the LMS, When students access and interact with the recommended learning resources, Then the system should track and provide analytics on student engagement (e.g., views, time spent) within the LMS.

Flexible Recommendation Algorithms

User Story: As a system administrator, I want the Intelligent Content Recommender to support the customization and modification of recommendation algorithms, so that I can optimize the content recommendations based on the unique needs and goals of our institution.
Description: The Flexible Recommendation Algorithms requirement aims to provide system administrators with the ability to customize and modify the recommendation algorithms used by the Intelligent Content Recommender. The system should have a user-friendly interface or configuration settings that allow system administrators to define and adjust the parameters and rules used in the recommendation algorithms. This flexibility will enable institutions to optimize the content recommendations based on their specific educational goals, pedagogical approaches, and student requirements. System administrators can experiment with different algorithms, weighting factors, and recommendation strategies to fine-tune the recommendations and ensure that they align with the institution's unique needs. By providing flexible recommendation algorithms, the Intelligent Content Recommender can be tailored to meet the specific requirements and preferences of different educational institutions.
Acceptance Criteria: System administrator can access the recommendation algorithm configuration settings

Given that I am a system administrator, when I navigate to the recommendation algorithm configuration settings, then I should be able to access and modify the algorithm parameters and rules.

System administrator can customize the weighting factors of the recommendation algorithm

Given that I am a system administrator, when I adjust the weighting factors of the recommendation algorithm, then the content recommendations should be influenced according to the updated weights.

System administrator can define new recommendation rules

Given that I am a system administrator, when I add new recommendation rules, then the content recommendations should take into account the newly defined rules and offer relevant suggestions.

System administrator can experiment with different recommendation strategies

Given that I am a system administrator, when I select and apply different recommendation strategies, then the content recommendations should be generated based on the chosen strategy.

System administrator can revert back to default recommendation settings

Given that I am a system administrator, when I reset the recommendation algorithm settings to default, then the content recommendations should be based on the original predefined algorithm.

Real-Time Feedback Integration

User Story: As an educator, I want the Intelligent Content Recommender to integrate with the real-time feedback system, so that I can track the impact of recommended resources on student learning outcomes.
Description: The Real-Time Feedback Integration requirement aims to enhance the feedback loop between the Intelligent Content Recommender and the real-time feedback system used by the institution. The system should be able to capture and analyze data on student engagement, performance, and learning outcomes as they interact with the recommended learning resources. This integration can be achieved through data synchronization and API integration between the Intelligent Content Recommender and the feedback system. By integrating real-time feedback, educators can track the impact of the recommended resources on student learning outcomes and make data-driven decisions to improve the effectiveness of the recommendations. This feedback loop will enable continuous improvement of the content recommendations and enhance the overall learning experience for students.
Acceptance Criteria: Real-time feedback data is synchronized with the Intelligent Content Recommender

Given that a student interacts with recommended learning resources, When the student's feedback data is captured in the real-time feedback system, Then the feedback data should be synchronized with the Intelligent Content Recommender.

Real-time feedback data is analyzed for student engagement

Given that real-time feedback data is synchronized with the Intelligent Content Recommender, When the student's engagement metrics are captured, Then the data should be analyzed to measure the level of engagement.

Real-time feedback data is analyzed for student performance

Given that real-time feedback data is synchronized with the Intelligent Content Recommender, When the student's performance metrics are captured, Then the data should be analyzed to measure the level of performance.

Real-time feedback data is analyzed for learning outcomes

Given that real-time feedback data is synchronized with the Intelligent Content Recommender, When the student's learning outcome metrics are captured, Then the data should be analyzed to measure the level of learning outcomes.

Integration with real-time feedback system is achieved through API

Given that the Intelligent Content Recommender and the real-time feedback system have API capabilities, When the integration is implemented, Then the system should be able to exchange data through the API endpoints.

Real-time feedback integration provides actionable insights to educators

Given that real-time feedback data is synchronized and analyzed, When the insights are generated, Then the system should provide actionable information to educators for decision-making.

Interactive Learning Path

The Interactive Learning Path feature allows educators to create personalized learning paths for students based on their individual needs, strengths, and learning styles. Through this feature, educators can curate a sequence of lessons, activities, and assessments that are tailored to each student, ensuring a customized learning experience. The Interactive Learning Path adapts and adjusts in real-time based on student progress, providing targeted content and resources to address areas of weakness or accelerate learning. Students can engage with the learning path at their own pace, accessing materials and completing tasks in a structured and guided manner. This feature enhances student engagement, promotes personalized learning, and maximizes academic achievement by providing a clear and cohesive roadmap for learning.

Requirements

Customizable Learning Path Templates

User Story: As an educator, I want to be able to create and save custom learning path templates so that I can quickly apply them to different students or classes.
Description: The Customizable Learning Path Templates requirement allows educators to create and save custom learning path templates that can be easily applied to different students or classes. This feature provides flexibility and efficiency in creating personalized learning paths by allowing educators to save their preferred sequences of lessons, activities, and assessments as templates. Educators can then apply these templates to multiple students or classes, saving time and effort. This requirement enables educators to quickly adapt the Interactive Learning Path to meet the needs of different learners while maintaining consistency and coherence in the curriculum.
Acceptance Criteria: Creating a new learning path template

Given that I am an educator, when I create a new learning path template, then the template should be saved and available for future use.

Applying a learning path template to a student

Given that I have a learning path template, when I apply the template to a specific student, then the student should have the same sequence of lessons, activities, and assessments as the template.

Applying a learning path template to a class

Given that I have a learning path template, when I apply the template to a class, then all students in the class should have the same sequence of lessons, activities, and assessments as the template.

Modifying a learning path template

Given that I have a learning path template, when I modify the template, then the changes should be reflected in all instances where the template is applied.

Deleting a learning path template

Given that I have a learning path template, when I delete the template, then it should no longer be available for future use and should not impact any instances where the template is already applied.

Integration with Learning Management System

User Story: As an educator, I want the Interactive Learning Path to integrate seamlessly with our existing Learning Management System so that I can easily manage and track students' progress.
Description: The Integration with Learning Management System requirement ensures that the Interactive Learning Path seamlessly integrates with the existing Learning Management System (LMS). This integration allows educators to manage and track students' progress within the LMS, providing a centralized platform for monitoring student engagement and performance. Educators can access real-time data on students' completion of learning path tasks, scores on assessments, and overall progress. This requirement eliminates the need for educators to switch between different platforms and enhances the efficiency of their workflow.
Acceptance Criteria: Educator can access the Interactive Learning Path within the LMS

Given an educator using the LMS, when they navigate to the Interactive Learning Path section, then they should be able to access the learning path interface.

Student progress is automatically synced between the Interactive Learning Path and the LMS

Given a student completing tasks and assessments within the Interactive Learning Path, when their progress is updated, then it should be automatically reflected in the LMS.

Educator can view real-time data on student engagement and performance

Given an educator using the LMS, when they access the Interactive Learning Path section, then they should be able to view real-time data on students' completion of tasks, scores on assessments, and overall progress.

Educator can track student completion of learning path tasks

Given an educator using the LMS, when they access the Interactive Learning Path section, then they should be able to track students' completion status for each task within the learning path.

Educator can track student scores on assessments

Given an educator using the LMS, when they access the Interactive Learning Path section, then they should be able to view students' scores on assessments within the learning path.

Educator can monitor students' overall progress

Given an educator using the LMS, when they access the Interactive Learning Path section, then they should be able to monitor students' overall progress, including the percentage of tasks completed and the time spent on the learning path.

Resource Library

User Story: As an educator, I want to have a comprehensive resource library within the Interactive Learning Path so that I can easily access and incorporate relevant materials into the learning path.
Description: The Resource Library requirement provides educators with a comprehensive library of resources within the Interactive Learning Path. This library includes a wide range of educational materials such as textbooks, articles, videos, interactive modules, and more. Educators can easily search, preview, and select relevant resources to incorporate into the learning path, enriching the content and learning experience for students. This requirement facilitates the creation of engaging and varied learning paths by providing educators with a diverse collection of resources at their fingertips.
Acceptance Criteria: Searching for resources

Given that I am an educator, when I search for resources in the Resource Library, then I should be able to enter keywords or filters to narrow down the search results.

Previewing resources

Given that I am an educator, when I select a resource from the search results in the Resource Library, then I should be able to preview the content to determine its relevance and appropriateness for my learning path.

Adding resources to learning path

Given that I am an educator, when I find a suitable resource in the Resource Library, then I should be able to easily add it to my learning path with a single click or drag-and-drop action.

Managing resources

Given that I am an educator, when I add a resource to my learning path from the Resource Library, then I should be able to view and manage the list of resources in my learning path.

Organizing resources

Given that I am an educator, when I add multiple resources to my learning path from the Resource Library, then I should be able to organize them by reordering or categorizing them for better structure and flow.

Removing resources

Given that I am an educator, when I no longer need a resource in my learning path from the Resource Library, then I should be able to easily remove it without affecting other resources or the overall structure of the learning path.

Progress Monitoring and Analytics

User Story: As an educator, I want to be able to monitor students' progress and access analytics on their learning path performance so that I can identify areas of improvement and provide targeted support.
Description: The Progress Monitoring and Analytics requirement enables educators to monitor students' progress and access analytics on their learning path performance. This feature provides real-time data on students' completion of tasks, time spent on each task, assessment scores, and overall progress. Educators can use this information to identify areas of improvement, track students' mastery of concepts, and provide targeted support when needed. This requirement empowers educators with valuable insights into students' learning journey and facilitates data-informed decision-making to optimize instructional strategies.
Acceptance Criteria: Educator can view a summary of students' overall progress

Given that an educator has access to the Progress Monitoring and Analytics feature, when the educator accesses the dashboard, then they can view a summary of students' overall progress.

Educator can track individual student progress

Given that an educator has access to the Progress Monitoring and Analytics feature, when the educator selects a specific student, then they can track the individual student's progress on the learning path.

Educator can view students' completion status

Given that an educator has access to the Progress Monitoring and Analytics feature, when the educator navigates to a specific task, then they can see which students have completed the task and which students are still working on it.

Educator can access detailed analytics on student performance

Given that an educator has access to the Progress Monitoring and Analytics feature, when the educator selects a specific student, then they can access detailed analytics on the student's performance, including time spent on each task, assessment scores, and areas of strengths and weaknesses.

Educator can generate reports on student progress

Given that an educator has access to the Progress Monitoring and Analytics feature, when the educator selects a group of students or the entire class, then they can generate reports on student progress, including overall completion rates, average assessment scores, and individual performance summaries.

Educator can set performance benchmarks

Given that an educator has access to the Progress Monitoring and Analytics feature, when the educator sets performance benchmarks for specific tasks or assessments, then they can track students' progress against the benchmarks and identify students who may need additional support.

Collaborative Learning Path

User Story: As a student, I want to collaborate with my peers on the Interactive Learning Path so that we can learn and support each other in a collaborative environment.
Description: The Collaborative Learning Path requirement enables students to collaborate with their peers on the Interactive Learning Path. This feature allows students to work on assigned tasks together, discuss concepts, share resources, and provide feedback to each other. Students can engage in group discussions, collaborative projects, and interactive activities within the learning path. This requirement promotes a sense of community and teamwork among students, fostering a collaborative learning environment. By collaborating with their peers, students can benefit from diverse perspectives, enhance their communication skills, and deepen their understanding of the content.
Acceptance Criteria: Students can create study groups within the Interactive Learning Path

Given that students are on the Interactive Learning Path, when a student creates a study group, then the study group is added to the learning path and visible to other students.

Students can invite their peers to join their study group

Given that a student is a member of a study group, when the student sends an invitation to another student, then the invited student receives the invitation to join the study group.

Students can join a study group

Given that a student receives an invitation to join a study group, when the student accepts the invitation, then the student becomes a member of the study group.

Students can collaborate on tasks within the study group

Given that students are members of the same study group, when a student completes a task, then the task progress is updated for all members of the study group.

Students can engage in group discussions

Given that students are members of the same study group, when a student starts a group discussion, then all members of the study group can participate in the discussion and share their ideas.

Students can share resources within the study group

Given that students are members of the same study group, when a student uploads a resource, then the resource is made accessible to all members of the study group.

Students can provide feedback to their peers

Given that students are members of the same study group, when a student provides feedback on another student's work, then the feedback is visible to the respective student.

Students can view the activity log of the study group

Given that students are members of the same study group, when a student views the activity log, then the student can see the history of tasks completed, discussions, resource uploads, and feedback within the study group.

Integrated Assessment System

The Integrated Assessment System feature enables comprehensive assessment and evaluation within the EduBridge platform. Educators can create and administer various types of assessments, including quizzes, exams, assignments, and projects, all within the platform. The system allows for automated grading and provides immediate feedback to students, promoting timely review and understanding of their performance. Educators can analyze assessment results, generate reports, and gain insights into student progress and achievement. This feature streamlines the assessment process, saves time for educators, and provides valuable data-driven feedback to enhance student learning outcomes. Students benefit from timely feedback, identify areas for improvement, and track their own progress over time.

Requirements

Assessment Creation

User Story: As an educator, I want to be able to create and customize various types of assessments, so that I can assess the knowledge and skills of my students.
Description: The Assessment Creation requirement is to provide educators with a user-friendly interface within the Integrated Assessment System that allows them to create and customize different types of assessments. Educators should be able to define the assessment title, set the time limit, determine the scoring method, and specify the number of attempts allowed. They should also have the ability to choose different question types, such as multiple-choice, true/false, essay, or short answer, and add individual questions or import a question bank. Additionally, educators should be able to assign weightages to each question or section of the assessment. By providing these customization options, educators can create assessments that align with their desired learning outcomes and effectively evaluate student knowledge and skills.
Acceptance Criteria: Educator can create an assessment with a custom title

Given an educator is on the assessment creation page, when they enter a custom title for the assessment, then the assessment is created with the provided title

Educator can set a time limit for the assessment

Given an educator is on the assessment creation page, when they specify a time limit for the assessment, then the assessment is created with the specified time limit

Educator can select a scoring method for the assessment

Given an educator is on the assessment creation page, when they choose a scoring method for the assessment, then the assessment is created with the selected scoring method

Educator can determine the number of attempts allowed for the assessment

Given an educator is on the assessment creation page, when they specify the number of attempts allowed for the assessment, then the assessment is created with the specified number of attempts allowed

Educator can choose multiple-choice questions for the assessment

Given an educator is on the assessment creation page, when they select multiple-choice questions for the assessment, then the assessment is created with multiple-choice questions

Educator can add individual questions to the assessment

Given an educator is on the assessment creation page, when they add individual questions to the assessment, then the assessment is created with the added individual questions

Educator can import a question bank for the assessment

Given an educator is on the assessment creation page, when they import a question bank for the assessment, then the assessment is created with questions imported from the question bank

Educator can assign weightages to each question or section of the assessment

Given an educator is on the assessment creation page, when they assign weightages to each question or section of the assessment, then the assessment is created with the assigned weightages

Automated Grading

User Story: As an educator, I want the system to automatically grade assessments, so that I can save time and provide timely feedback to my students.
Description: The Automated Grading requirement is to implement a feature within the Integrated Assessment System that automates the grading process for assessments. When students submit their completed assessments, the system should automatically evaluate their responses based on predefined criteria and grading rubrics set by the educators. This feature should be able to handle different question types, such as multiple-choice, true/false, and short answer, and accurately determine the correct answers and assign scores accordingly. The system should also consider partial credit for partially correct responses, when applicable. By automating the grading process, educators can save time and effort in manually evaluating each student's assessment, allowing them to focus more on providing personalized feedback and support to their students.
Acceptance Criteria: Automated grading of multiple-choice questions

Given a multiple-choice question with options, when the student selects the correct option and submits the assessment, then the system should assign full marks to the question.

Automated grading of multiple-choice questions

Given a multiple-choice question with options, when the student selects an incorrect option and submits the assessment, then the system should assign zero marks to the question.

Automated grading of true/false questions

Given a true/false question, when the student selects the correct answer and submits the assessment, then the system should assign full marks to the question.

Automated grading of true/false questions

Given a true/false question, when the student selects the incorrect answer and submits the assessment, then the system should assign zero marks to the question.

Automated grading of short answer questions

Given a short answer question, when the student provides the correct answer and submits the assessment, then the system should assign full marks to the question.

Automated grading of short answer questions

Given a short answer question, when the student provides an incorrect answer and submits the assessment, then the system should assign zero marks to the question.

Automated grading with partial credit

Given a question with partial credit enabled, when the student provides a partially correct answer and submits the assessment, then the system should assign partial marks based on the grading rubric set by the educator.

Immediate feedback to students

Given an assessment submission by a student, when the assessment is automatically graded, then the system should provide immediate feedback to the student with their score and any relevant comments or explanations.

Ability to override automated grading

Given an automatically graded assessment, when an educator reviews the results, then the system should allow the educator to override the automated grading and manually assign a different score or provide additional comments.

Accurate grading across all question types

Given assessments with different question types (e.g., multiple-choice, true/false, short answer), when each type of question is automatically graded, then the system should accurately assign scores based on the correct answers and grading rubrics.

Immediate Feedback

User Story: As a student, I want to receive immediate feedback on my assessments, so that I can review my performance and understand my strengths and weaknesses.
Description: The Immediate Feedback requirement is to provide students with instant feedback on their completed assessments within the Integrated Assessment System. After submitting their assessments, students should receive immediate feedback that includes the correct answers, explanations, and any relevant resources or references for further learning. This feedback should be displayed in a clear and accessible format, allowing students to review their performance, identify areas of improvement, and understand their strengths and weaknesses. By providing immediate feedback, students can quickly gauge their understanding of the assessment content, address any misconceptions, and take appropriate actions to enhance their learning outcomes.
Acceptance Criteria: Student submits a multiple-choice quiz and receives immediate feedback

Given a student has completed a multiple-choice quiz, when the student submits the quiz, then the student should receive immediate feedback that includes the correct answers, explanations, and relevant resources or references for further learning.

Student submits an essay assignment and receives immediate feedback

Given a student has completed an essay assignment, when the student submits the assignment, then the student should receive immediate feedback that includes comments, suggestions, and areas of improvement on their writing.

Student completes a coding project and receives immediate feedback

Given a student has completed a coding project, when the student submits the project, then the student should receive immediate feedback that includes a review of their code, suggestions for improvement, and explanations of any errors or bugs.

Student takes a timed exam and receives immediate feedback

Given a student has completed a timed exam, when the student submits the exam within the time limit, then the student should receive immediate feedback that includes the score, performance analysis, and feedback on each question.

Student completes a project and receives immediate feedback

Given a student has completed a project, when the student submits the project, then the student should receive immediate feedback that includes a comprehensive evaluation of the project, highlighting strengths and areas for improvement.

Assessment Analysis

User Story: As an educator, I want to analyze assessment results and generate reports, so that I can gain insights into student progress and achievement.
Description: The Assessment Analysis requirement is to provide educators with tools and functionalities within the Integrated Assessment System to analyze assessment results and generate comprehensive reports. Educators should be able to view individual student results, as well as aggregate data at the class or cohort level. The system should provide visual representations, such as charts and graphs, to illustrate performance trends, identify areas of improvement, and highlight exceptional achievements. Moreover, educators should have the ability to filter and sort data based on various parameters, such as assessment type, time period, or specific assessment sections or questions. By analyzing assessment results and generating reports, educators can gain valuable insights into student progress and achievement, identify patterns and trends, and make data-informed decisions to support individualized instruction and enhance overall learning outcomes.
Acceptance Criteria: View individual student assessment results

Given an educator is logged into the Integrated Assessment System, when they navigate to the assessment analysis section, then they should be able to view individual student assessment results.

View aggregate assessment data at the class level

Given an educator is logged into the Integrated Assessment System, when they navigate to the assessment analysis section, then they should be able to view aggregate assessment data at the class level.

View aggregate assessment data at the cohort level

Given an educator is logged into the Integrated Assessment System, when they navigate to the assessment analysis section, then they should be able to view aggregate assessment data at the cohort level.

Visualize performance trends using charts and graphs

Given an educator is logged into the Integrated Assessment System and viewing assessment analysis, when they select a visualization option, then they should be presented with charts and graphs illustrating performance trends.

Filter and sort assessment data based on parameters

Given an educator is viewing the assessment analysis, when they apply specific filters or sorting options, then the system should filter and sort the assessment data accordingly.

Generate comprehensive reports

Given an educator is logged into the Integrated Assessment System and viewing assessment analysis, when they select the report generation option, then the system should generate a comprehensive report with relevant assessment data.

Identify areas of improvement

Given an educator is viewing the assessment analysis, when they analyze the assessment data, then they should be able to identify areas where students need improvement.

Highlight exceptional student achievements

Given an educator is viewing the assessment analysis, when they analyze the assessment data, then they should be able to identify exceptional student achievements and highlight them in the analysis.

Multiple Attempts

User Story: As a student, I want to have multiple attempts for assessments, so that I can learn from my mistakes and improve my performance.
Description: The Multiple Attempts requirement is to provide students with the option to have multiple attempts for assessments within the Integrated Assessment System. Students should have the flexibility to retake an assessment if they are not satisfied with their initial performance or if they want to further improve their scores. Educators should be able to set the number of allowed attempts for each assessment, as well as any specific rules or conditions, such as time intervals between attempts or the highest score being recorded. By allowing multiple attempts, students have the opportunity to learn from their mistakes, apply feedback received, and strive for better performance, fostering a growth mindset and supporting continuous improvement in their learning journey.
Acceptance Criteria: Student attempts an assessment for the first time

Given a student has not attempted an assessment before, when the student submits the assessment, then the submission should be recorded as the first attempt.

Student attempts an assessment for the second time

Given a student has already attempted an assessment once, when the student submits the assessment again, then the submission should be recorded as the second attempt.

Student exceeds the maximum number of attempts

Given a student has reached the maximum number of allowed attempts for an assessment, when the student tries to submit the assessment again, then an error message should be displayed indicating that the student has exceeded the maximum attempts.

Educator sets the number of allowed attempts for an assessment

Given an educator is creating an assessment, when the educator configures the assessment settings, then the educator should be able to specify the number of allowed attempts for the assessment.

Educator sets specific rules for multiple attempts

Given an educator is creating an assessment, when the educator configures the assessment settings, then the educator should be able to specify any additional rules or conditions for multiple attempts, such as time intervals between attempts or the highest score being recorded.

Student receives feedback after each attempt

Given a student has attempted an assessment, when the student submits the assessment, then the student should receive feedback on their performance immediately after each attempt.

Student can review previous attempts

Given a student has attempted an assessment multiple times, when the student wants to review their previous attempts, then the student should be able to access and review the details and results of each attempt.

Collaborative Learning Spaces

The Collaborative Learning Spaces feature provides a virtual environment where students can collaborate, discuss, and share ideas seamlessly. This feature includes tools for real-time group discussions, document collaboration, and interactive whiteboarding. Students can engage in collaborative learning activities, work on group projects, and exchange ideas regardless of their physical location. Educators can moderate and facilitate the collaborative sessions, ensuring productive and meaningful interaction. The Collaborative Learning Spaces feature promotes teamwork, communication, and critical thinking skills, fostering a sense of community and engagement within the virtual learning environment.

Requirements

Real-Time Group Discussions

User Story: As a student, I want to participate in real-time group discussions so that I can collaborate with my peers and exchange ideas effectively.
Description: The Real-Time Group Discussions requirement focuses on providing students with the ability to participate in live group discussions within the Collaborative Learning Spaces. This feature allows students to engage in real-time conversations with their peers, facilitating effective collaboration and idea exchange. Students can join discussion groups, initiate conversations, respond to messages, and actively participate in group discussions. The real-time nature of the feature ensures that students can engage in dynamic and interactive discussions that mimic a face-to-face classroom environment. Real-time group discussions enhance communication skills, promote active engagement, and foster a sense of community among the students.
Acceptance Criteria: Students can join an existing group discussion

Given that there is an existing group discussion, when a student clicks on the 'Join Discussion' button, then the student should be successfully joined to the group discussion.

Students can initiate a new group discussion

Given that a student wants to start a new group discussion, when the student clicks on the 'Start Discussion' button, then a new group discussion should be created and the student is added as a participant.

Students can send messages in a group discussion

Given that a student is in a group discussion, when the student types and sends a message, then the message should be displayed in the group discussion for all participants to see.

Students can reply to messages in a group discussion

Given that a student is in a group discussion, when the student selects a message and clicks on the 'Reply' button, then the student should be able to enter a reply message and send it, and the reply message should be displayed under the original message.

Students receive real-time updates in a group discussion

Given that a student is in a group discussion, when another participant sends a message or makes a new reply, then the student should receive a real-time update/notification of the new message or reply.

Students can leave a group discussion

Given that a student is in a group discussion, when the student clicks on the 'Leave Discussion' button, then the student should be successfully removed from the group discussion and no longer receive updates or be able to participate in the discussion.

Document Collaboration

User Story: As a student, I want to collaborate on documents with my peers so that we can work on group projects together.
Description: The Document Collaboration requirement enables students to collaborate on documents within the Collaborative Learning Spaces. Students can create, edit, and share documents with their peers, allowing them to work together on group projects, assignments, or presentations. This feature provides real-time collaboration capabilities, where multiple students can simultaneously work on the same document, making changes and adding comments. Document collaboration promotes teamwork, enhances communication and problem-solving skills, and streamlines the process of working on shared documents. Students can easily track changes, provide feedback, and ensure seamless coordination while working on collaborative assignments.
Acceptance Criteria: Multiple students can collaborate on a document simultaneously

Given that multiple students open the same document, when they make changes to the document, then the changes should be visible to all collaborators in real-time

Students can track changes made by their peers

Given that a student opens a document, when another student makes changes to the document, then the first student should be able to see the changes and track who made the changes

Students can add comments to a document

Given that a student opens a document, when they add a comment to the document, then the comment should be visible to all collaborators and they should be able to respond to the comment

Students can revert changes made by their peers

Given that a student opens a document, when they identify an incorrect change made by another student, then they should be able to revert the change to the previous version

Students can share documents with their peers

Given that a student has a document, when they share the document with other students, then the document should be accessible to the shared students for collaboration

Document version history is maintained

Given that changes are made to a document over time, when a student wants to view previous versions of the document, then they should be able to access the version history and restore a specific version if needed

Document access is restricted to authorized users

Given that a document exists, when a student tries to access the document, then only authorized users (collaborators, educator) should be able to access and edit the document

Interactive Whiteboarding

User Story: As a student, I want to use interactive whiteboarding tools to visualize concepts and brainstorm ideas with my peers.
Description: The Interactive Whiteboarding requirement introduces interactive whiteboarding tools within the Collaborative Learning Spaces. Students can use these tools to express their ideas visually, brainstorm concepts, and collaborate with their peers. The interactive whiteboarding features include a variety of drawing tools, shapes, colors, and text options to create diagrams, mind maps, or visual representations of concepts. Students can work together on the whiteboard, adding their contributions in real-time. Interactive whiteboarding promotes creativity, critical thinking, and visual learning. Students can visually represent complex ideas, solve problems collectively, and enhance their understanding of concepts through active and collaborative visualization.
Acceptance Criteria: Student can create a new whiteboard

Given a Collaborative Learning Space, when a student selects the option to create a new whiteboard, then a blank whiteboard canvas is displayed.

Student can add text to the whiteboard

Given a whiteboard canvas, when a student selects the text tool and inputs a text, then the text is displayed on the whiteboard.

Student can draw shapes on the whiteboard

Given a whiteboard canvas, when a student selects the shape tool and chooses a shape to draw, then the selected shape is displayed on the whiteboard.

Student can draw freehand on the whiteboard

Given a whiteboard canvas, when a student selects the pencil tool and starts drawing, then the student's freehand drawing is displayed on the whiteboard.

Student can erase content from the whiteboard

Given a whiteboard canvas with content, when a student selects the eraser tool and erases the content, then the erased content is removed from the whiteboard.

Student can collaborate with peers on the whiteboard

Given a whiteboard canvas and multiple students in a Collaborative Learning Space, when a student adds content to the whiteboard, then the content is visible to all students in real-time.

Student can save the whiteboard content

Given a whiteboard canvas with content, when a student selects the save option, then the whiteboard content is saved and can be accessed later.

Student can export the whiteboard content

Given a whiteboard canvas with content, when a student selects the export option, then the whiteboard content is exported in a compatible file format.

Student can undo and redo actions on the whiteboard

Given a whiteboard canvas with actions performed, when a student selects the undo option, then the last action is reversed. And when a student selects the redo option, then the last undone action is restored.

Student can resize and move objects on the whiteboard

Given a whiteboard canvas with objects, when a student selects an object, then the student can resize or move the object within the canvas.

Educator Moderation

User Story: As an educator, I want to moderate and facilitate the collaborative sessions within the Collaborative Learning Spaces so that I can ensure productive and meaningful interaction among the students.
Description: The Educator Moderation requirement empowers educators to moderate and facilitate the collaborative sessions within the Collaborative Learning Spaces. Educators have the ability to oversee the discussions, monitor student participation, and ensure productive and meaningful interaction among the students. They can create and manage discussion groups, set guidelines and rules for participation, provide guidance and feedback, and intervene if necessary. Educator moderation promotes a safe and inclusive learning environment, where students can benefit from the guidance and expertise of their educators. It also allows educators to assess student engagement, track progress, and provide timely intervention or support when needed.
Acceptance Criteria: Educator can create a new discussion group

Given that the educator is logged in and on the Collaborative Learning Spaces page, when the educator clicks on the 'Create Group' button, then a new discussion group is created.

Educator can set guidelines and rules for participation

Given that the educator is logged in and viewing a discussion group, when the educator goes to the group settings, then they can set guidelines and rules for participation.

Educator can monitor student participation

Given that the educator is logged in and viewing a discussion group, when the educator accesses the participant list, then they can see the list of students and their level of participation.

Educator can provide guidance and feedback

Given that the educator is logged in and viewing a discussion group, when the educator selects a student's comment or contribution, then they can provide guidance and feedback to the student.

Educator can intervene in discussions if necessary

Given that the educator is logged in and viewing a discussion group, when the educator identifies an inappropriate or off-topic comment, then they can intervene by removing the comment or addressing the issue with the student.

Educator can track student engagement and progress

Given that the educator is logged in and viewing a discussion group, when the educator accesses the analytics dashboard, then they can track student engagement and progress within the collaborative sessions.

Shared Resources Repository

User Story: As a student, I want to have access to a shared resources repository within the Collaborative Learning Spaces so that I can easily find and share relevant learning materials with my peers.
Description: The Shared Resources Repository requirement provides students with a centralized repository of shared resources within the Collaborative Learning Spaces. This repository allows students to easily find, access, and share relevant learning materials with their peers. Students can upload and download documents, presentations, videos, or any other educational resources to the repository. The shared resources can be organized and categorized based on subjects, topics, or tags, making it convenient for students to search and retrieve materials. The shared resources repository promotes knowledge sharing, collaboration, and peer-to-peer learning. Students can benefit from a wide range of educational materials shared by their peers, fostering a collaborative and enriching learning experience.
Acceptance Criteria: Uploading a resource

Given that I am a student, when I upload a resource to the shared resources repository, then the resource should be successfully uploaded and available for other students to access.

Downloading a resource

Given that I am a student, when I download a resource from the shared resources repository, then the resource should be successfully downloaded to my device.

Searching for a resource

Given that I am a student, when I search for a resource in the shared resources repository, then the repository should return relevant search results based on the search query.

Categorizing a resource

Given that I am a student, when I upload a resource to the shared resources repository, I should be able to categorize the resource based on subjects, topics, or tags.

Sharing a resource

Given that I am a student, when I share a resource from the shared resources repository with my peers, then my peers should be able to access and download the shared resource.

Updating a resource

Given that I am a student, when I update a resource in the shared resources repository, then the updated version of the resource should replace the previous version.

Deleting a resource

Given that I am a student, when I delete a resource from the shared resources repository, then the resource should no longer be available for other students.

Intelligent Content Recommendation

The Intelligent Content Recommendation feature utilizes AI algorithms to recommend relevant and personalized educational content to students. Based on their learning progress, preferences, and areas of interest, students receive curated suggestions for articles, videos, e-books, and other educational resources. This feature enables students to explore additional materials and delve deeper into specific topics, enhancing their overall understanding and knowledge. The Intelligent Content Recommendation feature promotes continuous learning, expands students' horizons, and facilitates self-directed learning.

Requirements

Personalized Content Recommendations

User Story: As a student, I want to receive personalized content recommendations based on my learning progress and interests so that I can easily explore additional educational resources.
Description: The Intelligent Content Recommendation feature should utilize AI algorithms to provide personalized content recommendations to students. It should consider the student's learning progress, preferences, and areas of interest to curate a list of relevant educational resources such as articles, videos, e-books, and more. The personalized recommendations will allow students to easily access additional materials related to their current topics of study, enabling them to deepen their understanding and broaden their knowledge. This feature promotes a tailored learning experience, motivating students to explore new topics and engage in self-directed learning.
Acceptance Criteria: User with completed courses and high performance

Given a user who has completed multiple courses and has a high performance rating, when the user accesses the Intelligent Content Recommendation feature, then the system should recommend advanced-level educational resources related to their areas of interest.

User with low performance

Given a user who has a low performance rating, when the user accesses the Intelligent Content Recommendation feature, then the system should recommend remedial educational resources based on the user's weak areas and provide guidance to improve their performance.

User with diverse interests

Given a user with diverse areas of interest, when the user accesses the Intelligent Content Recommendation feature, then the system should provide a mix of educational resources from different subjects to cater to their varied interests.

User preferences update

Given a user who updates their preferences and interests, when the user accesses the Intelligent Content Recommendation feature, then the system should automatically adapt and update the content recommendations based on the user's new preferences.

Real-time recommendations

Given a user who is actively using the platform, when the user accesses the Intelligent Content Recommendation feature, then the system should provide real-time recommendations that reflect the user's latest learning progress, preferences, and interests.

Real-Time Recommendations

User Story: As an educator, I want to receive real-time content recommendations for my students so that I can provide them with timely and relevant learning materials.
Description: The Intelligent Content Recommendation feature should provide real-time recommendations for educators based on the current learning progress and needs of their students. This will enable educators to stay updated with the latest educational resources and provide their students with timely and relevant content. The real-time recommendations can include articles, videos, textbooks, simulations, and more. By having access to up-to-date and targeted resources, educators can create a more engaging and effective learning environment for their students.
Acceptance Criteria: Educator receives real-time content recommendations

Given an educator is logged into the EduBridge platform When a new content recommendation is available Then the educator should receive a notification

Recommendations are based on student's learning progress

Given an educator is logged into the EduBridge platform And the educator selects a student When the recommendations are generated Then the recommendations should be based on the selected student's learning progress

Recommendations are personalized for each student

Given an educator is logged into the EduBridge platform And the educator selects a student When the recommendations are generated Then the recommendations should be personalized for the selected student based on their preferences and areas of interest

Recommendations include a variety of multimedia resources

Given an educator is logged into the EduBridge platform And the educator selects a student When the recommendations are generated Then the recommendations should include a mix of articles, videos, e-books, and other educational resources

Recommendations are updated in real-time

Given an educator is logged into the EduBridge platform And the educator selects a student When the recommendations are generated And new content becomes available Then the recommendations should be updated in real-time to reflect the new content

Diverse Content Sources

User Story: As a student, I want the Intelligent Content Recommendation feature to include a wide range of content sources so that I can explore diverse perspectives and learn from different authors and experts.
Description: The Intelligent Content Recommendation feature should include a diverse range of content sources to ensure students have access to a variety of perspectives and expertise. The recommended content can come from reputable educational websites, online libraries, subject matter experts, and other reliable sources. By providing content from diverse sources, the feature encourages students to explore different viewpoints, enhances critical thinking skills, and promotes a well-rounded education.
Acceptance Criteria: A student opens the Intelligent Content Recommendation feature

Given that the student opens the Intelligent Content Recommendation feature When the content recommendations are displayed Then the recommendations should come from a diverse range of content sources

A student selects a recommended article

Given that the student selects a recommended article When the article is displayed Then the article should be sourced from a diverse content source

A student explores recommended videos

Given that the student explores the recommended videos When the videos are played Then the videos should be sourced from diverse content creators

A student accesses recommended e-books

Given that the student accesses the recommended e-books When the e-books are opened Then the e-books should be sourced from a variety of authors and publishers

A student reviews the recommended educational websites

Given that the student reviews the recommended educational websites When the websites are visited Then the websites should come from diverse educational institutions and organizations

User Feedback Integration

User Story: As a product manager, I want to integrate user feedback into the Intelligent Content Recommendation feature so that we can continuously improve the accuracy and relevance of the recommendations.
Description: The Intelligent Content Recommendation feature should have a mechanism to collect and integrate user feedback. This can be in the form of ratings, reviews, or user preferences. By gathering feedback from students and educators about the accuracy and relevance of the recommended content, the feature can be continuously improved and refined. User feedback will help identify any gaps or inaccuracies in the recommendations and allow for adjustments to be made to ensure a better user experience.
Acceptance Criteria: User provides a rating for a recommended article

Given a recommended article, when the user provides a rating for the article, then the rating is recorded and used to improve future recommendations.

User submits a review for a recommended video

Given a recommended video, when the user submits a review for the video, then the review is captured and used to evaluate the quality and relevance of the recommendation.

User indicates preferences for specific subjects

Given a list of subjects, when the user indicates their preferences for specific subjects, then the preferences are stored and used to personalize future recommendations.

Customization Options

User Story: As an educator, I want the ability to customize the Intelligent Content Recommendation feature so that I can align it with my teaching goals and preferences.
Description: The Intelligent Content Recommendation feature should provide educators with customization options. This includes the ability to specify the recommended content based on specific learning objectives, curriculum requirements, or teaching preferences. Educators should have the flexibility to curate their own set of recommended resources or prioritize certain types of content. By allowing customization, the feature enables educators to align the recommendations with their teaching goals and cater to the unique needs of their students.
Acceptance Criteria: Educator selects specific learning objectives

Given an educator wants to customize the Intelligent Content Recommendation feature, when the educator selects specific learning objectives, then the recommended content should align with those objectives.

Educator specifies curriculum requirements

Given an educator wants to customize the Intelligent Content Recommendation feature, when the educator specifies curriculum requirements, then the recommended content should be relevant to the specified curriculum.

Educator curates own set of recommended resources

Given an educator wants to customize the Intelligent Content Recommendation feature, when the educator curates their own set of recommended resources, then the feature should display those curated resources to students.

Educator prioritizes certain types of content

Given an educator wants to customize the Intelligent Content Recommendation feature, when the educator prioritizes certain types of content, then the recommended content should reflect the educator's prioritization.

Customization options aligned with teaching goals

Given an educator wants to customize the Intelligent Content Recommendation feature, when the customization options are aligned with the educator's teaching goals, then the recommended content should support and enhance the achievement of those goals.

Catering to the unique needs of students

Given an educator wants to customize the Intelligent Content Recommendation feature, when the customization options allow for catering to the unique needs of students, then the recommended content should be tailored to meet those needs.

Performance Analytics Dashboard

The Performance Analytics Dashboard provides educators with an overview of student performance, progress, and engagement within the EduBridge platform. Through interactive visualizations and data-driven insights, educators can track individual and group performance, identify areas of improvement, and monitor student engagement levels. The Performance Analytics Dashboard offers detailed metrics such as completion rates, assessment scores, participation levels, and learning patterns. Educators can use this information to tailor instruction, provide targeted support, and make data-informed decisions. This feature empowers educators to effectively measure student outcomes, identify trends, and enhance pedagogical strategies.

Requirements

Student Performance Overview

User Story: As an educator, I want to see an overview of student performance so that I can quickly assess their progress and identify areas for improvement.
Description: The Performance Analytics Dashboard should provide an intuitive and comprehensive overview of student performance. It should display key performance metrics such as completion rates, assessment scores, and engagement levels in a visually appealing and easy-to-understand format. Educators should be able to filter and sort the data based on specific criteria such as time periods, course modules, or student groups. This feature will enable educators to assess student progress at a glance and identify areas where additional support or intervention may be needed.
Acceptance Criteria: Filtering performance data by time period

Given that the Performance Analytics Dashboard is displaying student performance data, when I select a specific time period from the filter options, then the dashboard should only show the performance data for that selected time period.

Sorting performance data by assessment scores

Given that the Performance Analytics Dashboard is displaying student performance data, when I choose to sort the data by assessment scores in descending order, then the dashboard should rearrange the data to display students with higher assessment scores at the top.

Viewing completion rates by course modules

Given that the Performance Analytics Dashboard is displaying student performance data, when I navigate to the view that shows completion rates, then the dashboard should display completion rates for each course module separately, allowing me to identify specific modules where completion rates are low.

Monitoring engagement levels of student groups

Given that the Performance Analytics Dashboard is displaying student performance data, when I select a specific student group from the filter options, then the dashboard should display engagement levels of students in that group, allowing me to assess the overall participation and involvement of the group.

Identifying students with low performance

Given that the Performance Analytics Dashboard is displaying student performance data, when I view the overview, then the dashboard should highlight or visually distinguish students who have below-average performance in any of the tracked metrics, enabling me to easily identify students in need of additional support.

Comparing performance across time periods

Given that the Performance Analytics Dashboard is displaying student performance data, when I select multiple time periods from the filter options, then the dashboard should allow me to compare the performance metrics across those selected time periods, providing insights into trends and improvements over time.

Group Performance Comparison

User Story: As an educator, I want to compare the performance of different student groups so that I can identify patterns and trends.
Description: The Performance Analytics Dashboard should allow educators to compare the performance of different student groups, such as classes, grade levels, or cohorts. It should provide visualizations that make it easy to identify patterns and trends, such as variations in completion rates or assessment scores. Educators should be able to select the groups they want to compare and view the performance metrics side by side. This feature will provide valuable insights for educators to understand how different groups of students are performing and adjust their teaching strategies accordingly.
Acceptance Criteria: Educator selects two student groups to compare

Given the Performance Analytics Dashboard is open, when the educator selects two student groups, then the dashboard displays the performance metrics for the selected groups side by side.

Educator compares completion rates of different grade levels

Given the Performance Analytics Dashboard is open, when the educator selects grade levels as the student groups to compare, then the dashboard displays the completion rates of each grade level in a clear and visually understandable format.

Educator compares assessment scores of different classes

Given the Performance Analytics Dashboard is open, when the educator selects classes as the student groups to compare, then the dashboard displays the assessment scores of each class in a clear and visually understandable format.

Educator compares participation levels of different cohorts

Given the Performance Analytics Dashboard is open, when the educator selects cohorts as the student groups to compare, then the dashboard displays the participation levels of each cohort in a clear and visually understandable format.

Educator can easily switch between different student groups

Given the Performance Analytics Dashboard is open, when the educator selects a group to compare and then selects another group, then the dashboard updates and displays the performance metrics of the newly selected group.

Individual Student Progress Tracking

User Story: As an educator, I want to track the progress of individual students so that I can provide personalized support and interventions.
Description: The Performance Analytics Dashboard should allow educators to track the progress of individual students over time. It should provide visualizations that show the completion status of different modules or activities for each student. Educators should be able to easily navigate between different students and view their performance metrics in a clear and concise manner. This feature will enable educators to identify students who may be falling behind or struggling in certain areas, and provide targeted support or interventions to help them succeed.
Acceptance Criteria: Display student progress overview

Given that I am an educator on the Performance Analytics Dashboard, when I navigate to the Individual Student Progress Tracking section, then I should see an overview of each student's progress.

View completion status

Given that I am an educator on the Performance Analytics Dashboard and I have selected a specific student, when I view the Individual Student Progress Tracking, then I should see the completion status of different modules or activities for that student.

Navigate between students

Given that I am an educator on the Performance Analytics Dashboard and I am viewing the Individual Student Progress Tracking, when I want to switch to another student, then I should be able to easily navigate between different students.

Access performance metrics

Given that I am an educator on the Performance Analytics Dashboard and I have selected a specific student, when I view the Individual Student Progress Tracking, then I should be able to access the performance metrics of that student in a clear and concise manner.

Identify struggling students

Given that I am an educator on the Performance Analytics Dashboard and I am viewing the Individual Student Progress Tracking, when I observe low completion rates or poor performance in certain modules or activities for a student, then I should be able to identify students who may be struggling in those areas.

Provide personalized support

Given that I am an educator on the Performance Analytics Dashboard and I have identified a student who is struggling in certain areas, when I view the Individual Student Progress Tracking, then I should be able to provide targeted support or interventions to help that student succeed.

Student Engagement Metrics

User Story: As an educator, I want to track student engagement levels so that I can assess their involvement and participation in the learning process.
Description: The Performance Analytics Dashboard should provide metrics that measure student engagement and participation within the EduBridge platform. This can include metrics such as login frequency, time spent on different activities, or interaction with course materials. Educators should be able to view these engagement metrics for individual students or for groups of students. This feature will help educators assess the level of student engagement and identify any potential barriers or challenges that may be hindering active participation in the learning process.
Acceptance Criteria: Educator can view the login frequency of individual students

Given an educator is on the Performance Analytics Dashboard When they select an individual student to view Then they should see the login frequency of that student

Educator can view the login frequency of a group of students

Given an educator is on the Performance Analytics Dashboard When they select a group of students to view Then they should see the login frequency of those students as an aggregate

Educator can view the time spent on different activities by an individual student

Given an educator is on the Performance Analytics Dashboard When they select an individual student to view Then they should see the time spent on different activities by that student

Educator can view the time spent on different activities by a group of students

Given an educator is on the Performance Analytics Dashboard When they select a group of students to view Then they should see the time spent on different activities by those students as an aggregate

Educator can view the interaction with course materials of an individual student

Given an educator is on the Performance Analytics Dashboard When they select an individual student to view Then they should see the interaction with course materials by that student

Educator can view the interaction with course materials of a group of students

Given an educator is on the Performance Analytics Dashboard When they select a group of students to view Then they should see the interaction with course materials by those students as an aggregate

Data Filtering and Customization

User Story: As an educator, I want to filter and customize the data displayed on the Performance Analytics Dashboard so that I can focus on specific criteria or metrics that are relevant to my needs.
Description: The Performance Analytics Dashboard should provide flexible data filtering and customization options to cater to the unique needs of educators. Educators should be able to apply filters based on various criteria such as time periods, courses, modules, or student groups. They should also have the ability to customize the metrics and visualizations displayed on the dashboard to align with their specific objectives and priorities. This feature will enable educators to focus on the data that is most relevant to their needs and make data-informed decisions to improve student outcomes.
Acceptance Criteria: Filter data by time period

Given that I am on the Performance Analytics Dashboard, when I select a specific time period filter, then only data within that time period should be displayed.

Filter data by course

Given that I am on the Performance Analytics Dashboard, when I select a specific course filter, then only data related to that course should be displayed.

Filter data by module

Given that I am on the Performance Analytics Dashboard, when I select a specific module filter, then only data related to that module should be displayed.

Filter data by student group

Given that I am on the Performance Analytics Dashboard, when I select a specific student group filter, then only data related to that student group should be displayed.

Customize displayed metrics

Given that I am on the Performance Analytics Dashboard, when I select the customize metrics option, then I should be able to choose which metrics to display on the dashboard.

Customize visualizations

Given that I am on the Performance Analytics Dashboard, when I select the customize visualizations option, then I should be able to choose the visualizations that are most relevant to my needs.

Interactive Virtual Classrooms

The Interactive Virtual Classrooms feature provides a seamless and immersive virtual learning environment for students of EduBridge. It allows educators to conduct live interactive classes in real-time, simulating a traditional classroom setting. Students can participate in discussions, ask questions, and engage with the instructor and their peers using audio, video, and chat functionalities. The Interactive Virtual Classrooms feature enhances student engagement and facilitates effective knowledge transfer. It also enables educators to deliver personalized instruction tailored to individual student needs, catering to different learning styles and preferences. This feature ensures that distance or physical barriers do not hinder the quality of education, providing a collaborative and interactive learning experience for all EduBridge users. Whether it is conducting lectures, hosting guest speakers, or facilitating group activities, Interactive Virtual Classrooms enable seamless communication and foster a sense of community among students.

Requirements

Interactive Whiteboard

User Story: As an educator, I want to have an interactive whiteboard in the virtual classroom so that I can visually present and explain concepts to my students.
Description: The Interactive Whiteboard requirement involves the integration of an interactive whiteboard within the virtual classroom. This feature allows educators to visually present and explain complex concepts, diagrams, and visual aids to students in real-time. The interactive whiteboard provides a digital canvas where educators can draw, write, and annotate, simulating the experience of a physical whiteboard. With the interactive whiteboard, educators can engage students through visual demonstrations and illustrate key points using shapes, text, images, and colors. This enhances the learning experience by making it more interactive and engaging for students.
Acceptance Criteria: Educator can draw and write on the interactive whiteboard

Given that the educator is in the virtual classroom, when they select the interactive whiteboard tool, then they should be able to draw and write on the whiteboard using a variety of pen and text options.

Educator can annotate on existing images or diagrams

Given that the educator is in the virtual classroom and there is an image or diagram on the whiteboard, when they select the annotation tool, then they should be able to add annotations or highlight specific areas on the image or diagram.

Educator can import and display external content on the whiteboard

Given that the educator is in the virtual classroom, when they select the import tool, then they should be able to import and display external content such as slides, documents, or images on the whiteboard for student reference.

Educator can save and export the whiteboard content

Given that the educator is in the virtual classroom and has made changes to the whiteboard content, when they select the save or export option, then the whiteboard content should be saved and exported in a compatible file format for future reference or sharing with students.

Educator can undo and redo actions on the whiteboard

Given that the educator is in the virtual classroom and has made changes on the whiteboard, when they select the undo option, then the last action should be undone, and when they select the redo option, then the previously undone action should be restored.

Educator can clear the whiteboard

Given that the educator is in the virtual classroom and wants to start with a clean whiteboard, when they select the clear option, then all the content on the whiteboard should be deleted or reset.

Educator can resize and move objects on the whiteboard

Given that the educator is in the virtual classroom and has added objects such as text, shapes, or images on the whiteboard, when they select an object, then they should be able to resize and move the object freely on the whiteboard.

Educator can change the color and thickness of the drawing tools

Given that the educator is in the virtual classroom and wants to customize the appearance of their drawings on the whiteboard, when they select the color and thickness options for the drawing tools, then the color and thickness of the subsequent drawings should reflect the chosen preferences.

Educator can collaborate with students on the whiteboard

Given that the educator and students are in the virtual classroom, when the educator selects the collaboration mode, then the students should be able to interact and contribute to the whiteboard by drawing, writing, or adding annotations as permitted by the educator.

Screen Sharing

User Story: As an educator, I want the ability to share my screen in the virtual classroom so that I can demonstrate software applications and showcase content to my students.
Description: The Screen Sharing requirement enables educators to share their screen with students in the virtual classroom. This feature allows educators to demonstrate the use of software applications, showcase multimedia content, and provide step-by-step instructions to students. By sharing their screen, educators can enhance the learning experience by providing real-time examples and demonstrations, making it easier for students to follow along and understand complex concepts. Screen sharing also facilitates collaborative activities where students can present their work or share resources with the entire class, fostering active participation and knowledge sharing.
Acceptance Criteria: Educator successfully shares their screen

Given an ongoing virtual classroom session, when the educator selects the screen sharing option, then their screen is successfully shared with all the students in the virtual classroom.

Students can view the shared screen

Given the educator's screen is being shared in a virtual classroom session, when students join the session, then they are able to view the shared screen in real-time.

Smooth and responsive screen sharing experience

Given the educator is sharing their screen in a virtual classroom session, when the educator performs actions on their screen (e.g., navigating through applications, scrolling, clicking), then the screen sharing is smooth, responsive, and updates are reflected in real-time for all the students.

Screen sharing controls are intuitive and easy to use

Given an ongoing virtual classroom session, when the educator accesses the screen sharing controls, then the controls are intuitive, clearly labeled, and easy to use, allowing the educator to start, pause, resume, and stop screen sharing with ease.

Screen sharing bandwidth optimization

Given an ongoing virtual classroom session with screen sharing, when the educator shares their screen, then the platform optimizes the bandwidth usage to ensure smooth screen sharing without significant latency or buffering issues, even with a large number of participants.

Screen sharing compatibility with different devices and operating systems

Given an ongoing virtual classroom session with screen sharing, when the educator shares their screen, then the screen sharing functionality is compatible with various devices (e.g., desktop, laptop, tablets) and operating systems (e.g., Windows, macOS, iOS, Android), ensuring a consistent experience for all participants.

Breakout Rooms

User Story: As an educator, I want the ability to create breakout rooms in the virtual classroom so that I can facilitate small group discussions and collaborative activities.
Description: The Breakout Rooms requirement allows educators to create breakout rooms within the virtual classroom. Breakout rooms provide a platform for small group discussions and collaborative activities among students. Educators can divide students into smaller groups and assign them to breakout rooms, enabling them to work together on projects, solve problems, and engage in interactive discussions. This feature promotes teamwork, communication, and critical thinking skills, as students have the opportunity to brainstorm ideas, share perspectives, and collaborate on assignments. Educators can also join breakout rooms to provide guidance, monitor progress, and facilitate the learning process.
Acceptance Criteria: Educator can create breakout rooms

Given an active virtual classroom session, when the educator selects the option to create breakout rooms, then the system should provide a form to enter the details of the breakout rooms.

Educator can specify the number of breakout rooms

Given the breakout rooms creation form, when the educator enters the desired number of breakout rooms, then the system should generate the specified number of breakout rooms.

Educator can assign students to breakout rooms

Given the breakout rooms creation form, when the educator selects students to assign to each breakout room, then the system should assign the selected students to the respective breakout rooms.

Educator can set a time limit for breakout sessions

Given the breakout rooms creation form, when the educator sets a time limit for the breakout sessions, then the system should enforce the time limit and automatically end the sessions when the specified time is over.

Students can join assigned breakout rooms

Given an active virtual classroom session with breakout rooms, when a student selects the option to join a breakout room they are assigned to, then the system should allow the student to enter the respective breakout room.

Students can see other participants in the breakout room

Given a student is in a breakout room, when the student is inside the room, then the system should display the names or avatars of other participants in the same breakout room.

Educator can monitor breakout room activities

Given an active virtual classroom session with breakout rooms, when the educator selects the option to monitor breakout room activities, then the system should provide a view to observe the activities and interactions happening in each breakout room.

Educator can join breakout rooms

Given an active virtual classroom session with breakout rooms, when the educator selects the option to join a breakout room, then the system should allow the educator to enter the selected breakout room and participate in the discussion or provide guidance.

Educator can end breakout room sessions

Given an active virtual classroom session with breakout rooms, when the educator selects the option to end breakout room sessions, then the system should automatically close all breakout rooms and bring the students back to the main classroom.

Polling and Quizzes

User Story: As an educator, I want to be able to conduct polling and quizzes in the virtual classroom so that I can assess student understanding and gather feedback.
Description: The Polling and Quizzes requirement provides educators with the ability to conduct live polling and quizzes within the virtual classroom. This feature allows educators to assess student understanding, gather feedback, and measure learning outcomes in real-time. Educators can create multiple-choice or open-ended questions, launch polls or quizzes, and students can respond using their devices. The results are instantly displayed, providing educators with valuable insights into student comprehension and enabling them to adapt their teaching strategies accordingly. Polling and quizzes encourage active participation, promote self-assessment, and create an engaging learning environment.
Acceptance Criteria: Educator creates a multiple-choice poll

Given an educator is in the virtual classroom, when the educator creates a multiple-choice poll, then the poll is successfully created and available for students to respond.

Educator launches a poll

Given an educator has created a poll, when the educator launches the poll, then students in the virtual classroom can see and respond to the poll.

Students respond to a poll

Given a poll is active in the virtual classroom, when students respond to the poll, then their responses are recorded and displayed to the educator.

Educator views poll results

Given an educator has launched a poll and students have responded, when the educator views the poll results, then the results are displayed in real-time.

Educator creates an open-ended quiz question

Given an educator is in the virtual classroom, when the educator creates an open-ended quiz question, then the question is successfully created and available for students to respond with their answers.

Educator launches a quiz

Given an educator has created a quiz, when the educator launches the quiz, then students in the virtual classroom can see the quiz question and submit their answers.

Students submit answers to a quiz

Given a quiz is active in the virtual classroom, when students submit their answers to the quiz question, then their answers are recorded and displayed to the educator.

Educator views quiz submissions

Given an educator has launched a quiz and students have submitted their answers, when the educator views the quiz submissions, then the answers are displayed for each student in real-time.

Hand Raise and Chat

User Story: As a student, I want to be able to raise my hand and use chat in the virtual classroom so that I can ask questions and participate in class discussions.
Description: The Hand Raise and Chat requirement allows students to actively engage with educators and peers in the virtual classroom. Students can use the 'hand raise' feature to indicate that they have a question or would like to contribute to the discussion. This ensures that all students have an equal opportunity to participate and ask questions. Additionally, the chat functionality enables students to communicate with the educator and their classmates, fostering collaborative learning and knowledge sharing. Students can ask clarifying questions, share resources, and contribute to class discussions even if they are unable to use audio or video. The Hand Raise and Chat feature promotes inclusivity, encourages student engagement, and facilitates effective communication within the virtual classroom.
Acceptance Criteria: Student raises hand

Given that a student is in the virtual classroom, when the student clicks on the 'Raise Hand' button, then their hand is visually raised for the educator and other students to see.

Student sends chat message

Given that a student is in the virtual classroom, when the student enters a message in the chat box and clicks on the 'Send' button, then the message is displayed in the chat window for the educator and other students to see.

Educator receives hand raise notification

Given that an educator is in the virtual classroom, when a student raises their hand, then the educator receives a visual notification indicating that a student has raised their hand.

Educator sees chat messages

Given that an educator is in the virtual classroom, when a student sends a chat message, then the chat message is displayed in the chat window for the educator to see.

Students can lower their raised hands

Given that a student has raised their hand, when the student clicks on the 'Lower Hand' button, then their hand is visually lowered for the educator and other students to see.

Chat messages are timestamped

Given that a student sends a chat message, when the message is displayed in the chat window, then it includes a timestamp indicating the time the message was sent.

AI-Powered Adaptive Assessments

The AI-Powered Adaptive Assessments feature utilizes advanced artificial intelligence algorithms to create personalized assessments for students. Based on their individual learning profiles and performance, the system generates tailored assessments that adapt in real-time to each student's level of knowledge, strengths, and weaknesses. This feature allows educators to design assessments that challenge students at the right difficulty level, ensuring an optimal learning experience. Students are presented with questions that are dynamically selected based on their previous responses, providing targeted practice and feedback. AI-Powered Adaptive Assessments not only save time for educators by automating the assessment creation process but also empower students to track their progress and take ownership of their learning journey. With this feature, EduBridge users can benefit from adaptive and customized assessments that improve learning outcomes and foster a deeper understanding of the subject matter.

Requirements

Adaptive Question Generation

User Story: As an educator, I want the AI-Powered Adaptive Assessments feature to generate questions based on the individual student's learning profile, so that I can provide personalized assessments that target their strengths and weaknesses.
Description: The AI-Powered Adaptive Assessments feature should have the ability to generate questions dynamically based on the student's learning profile. This means that the system should analyze the student's previous responses, performance, and learning progress to determine the appropriate level of difficulty for the questions. By having adaptive question generation, educators can create assessments that specifically target each student's strengths and weaknesses, allowing for a more personalized learning experience. This feature would be used when educators are creating assessments for their students and want to ensure that the questions are tailored to each student's individual learning needs.
Acceptance Criteria: Generating questions based on individual student's learning profile

Given a student's learning profile and performance data, When generating questions for an assessment, Then the system should dynamically select questions that are appropriate for the student's level of knowledge, strengths, and weaknesses.

Tailoring questions to target student's strengths and weaknesses

Given a student's learning profile and performance data, When generating questions for an assessment, Then the system should prioritize questions that target the student's weaknesses and provide opportunities for improvement.

Adapting question difficulty based on previous responses

Given a student's previous responses to assessment questions, When generating subsequent questions, Then the system should adjust the difficulty level based on the student's performance to provide an appropriate challenge.

Ensuring personalized learning experience

Given an assessment being created for a student, When generating questions, Then the system should consider the student's learning profile and adapt the questions to create a personalized learning experience.

Automating question generation process

Given the need to create multiple assessments for different students, When generating questions, Then the system should automate the question generation process based on the student's learning profile and performance data.

Providing targeted practice and feedback

Given a student's responses to assessment questions, When generating subsequent questions, Then the system should provide targeted practice and feedback to help the student improve their understanding of the subject matter.

Tracking student progress and learning journey

Given the assessments completed by a student, When generating subsequent questions, Then the system should track the student's progress and provide questions that are aligned with their learning journey.

Real-Time Question Adaptation

User Story: As a student, I want the AI-Powered Adaptive Assessments feature to adapt the difficulty level of the questions in real-time based on my responses, so that I can be challenged at the appropriate level and receive targeted practice and feedback.
Description: The AI-Powered Adaptive Assessments feature should adapt the difficulty level of the questions in real-time based on the student's responses. This means that if a student answers a question correctly, the system should present a more challenging question, and if a student answers a question incorrectly, the system should present a less challenging question. By adapting the difficulty level of the questions, students can be challenged at the appropriate level and receive targeted practice and feedback. This feature would be used during the assessment process, where students would be presented with questions that are dynamically selected based on their previous responses.
Acceptance Criteria: Adapting difficulty level based on correct response

Given a student answers a question correctly, when the system generates the next question, then the difficulty level of the next question should be increased.

Adapting difficulty level based on incorrect response

Given a student answers a question incorrectly, when the system generates the next question, then the difficulty level of the next question should be decreased.

Maintaining appropriate level of difficulty

Given a student answers a question correctly, when the system generates multiple subsequent questions, then the difficulty level of the questions should gradually increase to maintain an appropriate level of challenge.

Providing targeted practice

Given a student answers a question incorrectly, when the system generates the next question, then the difficulty level of the next question should be adjusted to provide targeted practice on the concept the student struggled with.

Immediate feedback on response

Given a student answers a question, when the system evaluates the response, then immediate feedback should be provided to the student indicating the correctness of the answer.

Progress Tracking and Performance Analytics

User Story: As an educator, I want the AI-Powered Adaptive Assessments feature to track and analyze students' progress and performance, so that I can identify areas of improvement and provide targeted interventions.
Description: The AI-Powered Adaptive Assessments feature should track and analyze students' progress and performance. This means that the system should record and analyze the students' responses, scores, and learning progress to provide insights on their strengths and weaknesses. Educators can use this information to identify areas of improvement and provide targeted interventions to help students succeed. Additionally, the feature should provide performance analytics and visualizations to communicate the students' progress effectively. This feature would be used by educators to monitor students' performance and make data-driven decisions to enhance their learning experience.
Acceptance Criteria: Tracking student responses

Given a student completes an assessment, when their responses are recorded and saved, then the system should track and store the student's responses for analysis.

Analyzing student scores

Given a student completes an assessment, when their scores are calculated and recorded, then the system should analyze and store the student's scores for performance evaluation.

Monitoring learning progress

Given a student engages with the adaptive assessments over time, when their learning progress is tracked and recorded, then the system should monitor and store the student's progress for performance evaluation.

Identifying strengths and weaknesses

Given a student completes multiple assessments, when their responses and scores are analyzed, then the system should identify the student's strengths and weaknesses based on their performance.

Providing targeted interventions

Given the system identifies a student's weaknesses, when the educator receives recommendations, then the system should provide targeted interventions and suggestions for improvement.

Generating performance analytics

Given a student completes a set of assessments, when their data is analyzed, then the system should generate performance analytics that provide insights on the student's overall performance.

Visualizing performance data

Given the system generates performance analytics, when the data is presented in visual formats, then the system should provide clear and intuitive visualizations to communicate the student's performance effectively.

Personalized Learning Recommendations

User Story: As a student, I want the AI-Powered Adaptive Assessments feature to provide personalized learning recommendations based on my performance, so that I can access additional resources and improve my understanding of the subject.
Description: The AI-Powered Adaptive Assessments feature should provide personalized learning recommendations based on the student's performance. This means that the system should analyze the student's responses, scores, and learning progress to recommend additional resources or learning materials that can help the student improve their understanding of the subject. These personalized recommendations could include relevant videos, articles, practice exercises, or interactive content. By providing personalized learning recommendations, the feature empowers students to take ownership of their learning journey and access resources that cater to their individual learning needs. This feature would be used by students to explore additional learning materials and deepen their understanding of the subject.
Acceptance Criteria: Student receives personalized learning recommendations

Given that a student has completed an adaptive assessment, when the assessment is submitted, then the system should generate personalized learning recommendations based on the student's performance.

Personalized learning recommendations are based on performance

Given that a student has completed an adaptive assessment, when the system generates personalized learning recommendations, then the recommendations should be based on the student's performance, such as areas of improvement and strengths.

Recommendations include relevant learning resources

Given that personalized learning recommendations are generated, when the student views the recommendations, then the recommendations should include relevant learning resources such as videos, articles, practice exercises, or interactive content.

Student can access recommended learning resources

Given that personalized learning recommendations are generated, when the student clicks on a recommended learning resource, then the student should be able to easily access the resource within the platform.

Intelligent Feedback and Remedial Support

User Story: As a student, I want the AI-Powered Adaptive Assessments feature to provide intelligent feedback and remedial support based on my responses, so that I can understand my mistakes and receive guidance on how to improve.
Description: The AI-Powered Adaptive Assessments feature should provide intelligent feedback and remedial support based on the student's responses. This means that when a student answers a question incorrectly, the system should provide specific feedback on their mistake and offer guidance on how to improve. The feedback could include explanations, hints, or suggestions for further study. By providing intelligent feedback and remedial support, the feature helps students understand their mistakes and learn from them, promoting a deeper understanding of the subject matter. This feature would be used by students after answering a question incorrectly, to receive immediate feedback and guidance on how to improve their knowledge and skills.
Acceptance Criteria: Student answers a question incorrectly

Given a student has answered a question incorrectly, when the system provides feedback, then the feedback should clearly explain the mistake made by the student.

Student answers a question incorrectly

Given a student has answered a question incorrectly, when the system provides remedial support, then the support provided should include suggestions or hints on how to improve.

Student answers a question incorrectly

Given a student has answered a question incorrectly, when the system provides remedial support, then the support provided should be tailored to the specific mistake made by the student.

Student answers a question correctly

Given a student has answered a question correctly, when the system provides feedback, then the feedback should acknowledge the correct answer and provide positive reinforcement.

Student answers a question correctly

Given a student has answered a question correctly, when the system provides remedial support, then the support provided should offer additional information or resources to further enhance the student's understanding.

Student requests additional guidance

Given a student requests additional guidance, when the system provides remedial support, then the support provided should offer more detailed explanations or examples to aid the student's comprehension.

Intelligent Content Recommendation

The Intelligent Content Recommendation feature leverages machine learning algorithms to provide personalized content recommendations to students. By analyzing each student's learning history, performance data, and preferences, the system suggests relevant and engaging learning resources, including educational videos, articles, quizzes, and interactive multimedia. This feature enhances the learning experience by offering tailored content that matches the student's learning goals and interests. It encourages self-directed learning and exploration, enabling students to delve deeper into topics of their choice. The Intelligent Content Recommendation feature also saves time for educators by automating the process of finding and curating relevant educational materials. With this feature, EduBridge becomes an intelligent companion that guides students through their learning journey, ensuring they have access to the most relevant and enriching educational content.

Requirements

User Preferences

User Story: As a student, I want to be able to customize my content preferences so that I receive recommendations based on my individual learning preferences and interests.
Description: The User Preferences requirement allows students to personalize their content recommendations by customizing their preferences within the EduBridge platform. Students can specify their preferred subjects, topics, learning styles, and formats. By considering these preferences, the Intelligent Content Recommendation feature will deliver relevant and engaging content that aligns with the student's individual needs and interests. With the ability to tailor content recommendations, students can have a more personalized and enjoyable learning experience, increasing their motivation and engagement with the educational materials.
Acceptance Criteria: Student selects preferred subjects

Given the student is on the preferences settings page, when the student selects preferred subjects, then the system should save and update the selected subjects for content recommendations.

Student selects preferred topics

Given the student is on the preferences settings page, when the student selects preferred topics, then the system should save and update the selected topics for content recommendations.

Student selects preferred learning styles

Given the student is on the preferences settings page, when the student selects preferred learning styles, then the system should save and update the selected learning styles for content recommendations.

Student selects preferred formats

Given the student is on the preferences settings page, when the student selects preferred formats, then the system should save and update the selected formats for content recommendations.

Student updates preferred subjects

Given the student is on the preferences settings page, when the student updates preferred subjects, then the system should save and update the updated subjects for content recommendations.

Student updates preferred topics

Given the student is on the preferences settings page, when the student updates preferred topics, then the system should save and update the updated topics for content recommendations.

Student updates preferred learning styles

Given the student is on the preferences settings page, when the student updates preferred learning styles, then the system should save and update the updated learning styles for content recommendations.

Student updates preferred formats

Given the student is on the preferences settings page, when the student updates preferred formats, then the system should save and update the updated formats for content recommendations.

Performance-Based Recommendations

User Story: As an educator, I want to have access to performance-based content recommendations for my students so that I can provide targeted resources to help them improve their learning outcomes.
Description: The Performance-Based Recommendations requirement empowers educators to support their students' learning journey by providing them with content recommendations based on their performance data. Educators can access a dashboard that displays each student's performance metrics, such as quiz scores, completion rates, and progress. Based on this data, the Intelligent Content Recommendation feature generates tailored recommendations for additional resources that can help students reinforce their understanding of specific concepts or fill knowledge gaps. Educators can use these recommendations to create personalized learning plans for their students and guide them towards achieving their learning goals.
Acceptance Criteria: Educator selects a student's performance metrics

Given an educator has access to the performance dashboard, when they select a student's performance metrics, then the system should display the relevant data for that student.

Educator views recommended resources for a student

Given an educator has access to the performance dashboard, when they select a student's performance metrics, then the system should display recommended resources based on the student's performance data.

Educator adds recommended resources to a student's learning plan

Given an educator has access to the performance dashboard, when they select a student's performance metrics and view the recommended resources, then they should be able to add those resources to the student's learning plan.

Educator removes recommended resources from a student's learning plan

Given an educator has access to the performance dashboard and has added recommended resources to a student's learning plan, when they select the student's learning plan and remove a recommended resource, then that resource should no longer be included in the student's learning plan.

Educator updates recommended resources for a student

Given an educator has access to the performance dashboard and has added recommended resources to a student's learning plan, when new recommendations are generated for the student based on updated performance data, then the system should update the recommended resources displayed to the educator.

Educator filters recommended resources based on subject or topic

Given an educator has access to the performance dashboard and view the recommended resources for a student, when they apply a filter for a specific subject or topic, then the system should display only the recommended resources that are relevant to the selected subject or topic.

Multimedia Content Integration

User Story: As a content creator, I want to be able to include interactive multimedia content in the recommended resources so that students can engage with dynamic and interactive learning materials.
Description: The Multimedia Content Integration requirement enables content creators to include interactive multimedia content, such as videos, simulations, and interactive exercises, in the recommended resources. This integration enhances the learning experience by offering students the opportunity to engage with dynamic and interactive materials that facilitate active learning and deep understanding of the concepts. By incorporating multimedia content into the recommendations, EduBridge provides students with a variety of learning modalities, catering to different learning preferences and promoting active participation in the learning process.
Acceptance Criteria: Content creator includes a video in the recommended resources

Given a content creator wants to include a video, when adding the video URL to the recommended resources, then the video should be displayed and playable for students.

Content creator includes a simulation in the recommended resources

Given a content creator wants to include a simulation, when adding the simulation file to the recommended resources, then the simulation should be interactive and allow students to manipulate variables and observe the results.

Content creator includes an interactive exercise in the recommended resources

Given a content creator wants to include an interactive exercise, when adding the exercise to the recommended resources, then the exercise should provide interactive elements such as drag-and-drop, multiple-choice questions, or fill-in-the-blank, and provide immediate feedback to students.

Content creator includes a 360-degree virtual tour in the recommended resources

Given a content creator wants to include a 360-degree virtual tour, when adding the virtual tour to the recommended resources, then students should be able to explore the virtual environment using interactive controls and navigate through different perspectives.

Content creator includes an augmented reality experience in the recommended resources

Given a content creator wants to include an augmented reality experience, when adding the AR content to the recommended resources, then students should be able to access the AR content using their mobile devices and interact with virtual objects in the real world.

Real-Time Recommendations

User Story: As a student, I want to receive real-time content recommendations during my learning sessions so that I can explore related topics and deepen my understanding in a timely manner.
Description: The Real-Time Recommendations requirement ensures that students receive content recommendations in real-time as they engage with the EduBridge platform. The Intelligent Content Recommendation feature continuously updates and adapts to the student's progress and interests, providing timely suggestions for further learning materials based on the topics they are currently studying. This real-time feature allows students to explore related topics, delve deeper into their areas of interest, and reinforce their understanding of the subject matter while it is still fresh in their minds. By receiving recommendations in real-time, students can make the most of their learning sessions and maximize their knowledge acquisition.
Acceptance Criteria: Initial login and setup

Given a new student logs in for the first time, when they access the Intelligent Content Recommendation feature, then they should be prompted to set up their learning preferences and goals.

Learning session in progress

Given a student is actively engaged in a learning session, when they complete a lesson or activity, then they should receive real-time recommendations for related content to explore.

Topic completion

Given a student completes a topic or module, when they navigate back to the main content recommendation page, then they should see updated recommendations based on their progress.

Interest-based recommendations

Given a student indicates their interests or favorite subjects, when they access the Intelligent Content Recommendation feature, then they should receive real-time recommendations that align with their preferences.

Timely recommendations

Given a student is actively engaged in a learning session, when they encounter a challenging concept or question, then they should receive real-time recommendations for additional resources or practice materials to help them overcome the difficulty.

Suggested Study Paths

User Story: As a parent, I want my child to follow a structured study path, so that they can progress systematically through their learning journey.
Description: The Suggested Study Paths requirement offers structured study paths for students, allowing them to progress systematically through their learning journey. Based on the student's performance data and learning preferences, the Intelligent Content Recommendation feature generates suggested study paths that guide students through the various topics and concepts they need to cover. These study paths provide a clear roadmap for students, ensuring they cover all the necessary content in a logical order and build a solid foundation of knowledge. By following the suggested study paths, students can have a well-organized and comprehensive learning experience, increasing their academic success and confidence.
Acceptance Criteria: Student selects a suggested study path

Given a list of suggested study paths, When the student selects a specific study path, Then the system displays the study path details.

Student follows a suggested study path

Given a selected study path with multiple topics, When the student follows the suggested study path, Then the system presents the topics in the specified order.

Student completes a topic in the suggested study path

Given a selected study path with completed topics, When the student completes a topic in the study path, Then the system marks the topic as complete.

Student deviates from the suggested study path

Given a selected study path, When the student deviates from the suggested study path, Then the system allows the student to continue with their preferred learning path.

System updates the suggested study path

Given a student's progress and performance data, When the system updates the suggested study path, Then the system takes into account the completed topics and adjusts the study path accordingly.

Smart Administrative Dashboard

The Smart Administrative Dashboard feature provides educational institutions with an intuitive and comprehensive tool to manage administrative tasks efficiently. This feature includes functionalities such as student enrollment, course management, attendance tracking, and grade management. The administrative dashboard allows administrators to generate reports, monitor student progress, and track key performance indicators. It streamlines administrative processes, reduces manual paperwork, and provides real-time insights into the institution's performance. The Smart Administrative Dashboard also enables seamless communication between educators, administrators, and students, fostering collaboration and effective decision-making. With this feature, EduBridge empowers educational institutions to automate administrative tasks, freeing up time for educators to focus on teaching and improving the overall learning experience for students.

Requirements

Attendance Tracking

User Story: As an administrator, I want to easily track student attendance so that I can monitor attendance records and identify trends.
Description: The Attendance Tracking requirement is aimed at providing administrators with a user-friendly interface to track and manage student attendance. Administrators should be able to view attendance records for individual students or for entire classes. They should also be able to generate reports to analyze attendance patterns and identify trends. The Attendance Tracking feature should support different types of attendance, including in-person and online attendance. It should also provide options to input and track excused and unexcused absences, as well as tardiness. The feature should be accessible to administrators from the Smart Administrative Dashboard, allowing them to efficiently monitor student attendance and take appropriate actions when necessary.
Acceptance Criteria: View individual student attendance

Given a student's name, When I navigate to the Attendance Tracking section, Then I should be able to select the student and view their attendance record.

View class attendance

Given a class name, When I navigate to the Attendance Tracking section, Then I should be able to select the class and view the attendance records of all students in the class.

Generate attendance report

Given a selected time period, When I navigate to the Attendance Tracking section, Then I should be able to generate a report that shows the overall attendance for all students within that time period.

Input in-person attendance

Given a student's name and the current date, When I navigate to the Attendance Tracking section, Then I should be able to mark the student as present for the current date.

Input online attendance

Given a student's name, the current date, and an online attendance option, When I navigate to the Attendance Tracking section, Then I should be able to mark the student as present for the current date using the specified online attendance option.

Track excused absences

Given a student's name and the current date, When I navigate to the Attendance Tracking section, Then I should be able to mark the student as excused for the current date.

Track unexcused absences

Given a student's name and the current date, When I navigate to the Attendance Tracking section, Then I should be able to mark the student as unexcused for the current date.

Track tardiness

Given a student's name, the current date, and the time of arrival, When I navigate to the Attendance Tracking section, Then I should be able to mark the student as tardy for the current date with the specified arrival time.

Take appropriate actions for excessive absences

Given a student's name, When I navigate to the Attendance Tracking section and identify that the student has exceeded a specified number of unexcused absences, Then I should be able to notify relevant stakeholders and take appropriate actions as per the institution's policies.

Course Enrollment Management

User Story: As an administrator, I want to easily manage course enrollment so that I can ensure all students are enrolled in the appropriate courses.
Description: The Course Enrollment Management requirement aims to streamline the process of managing course enrollments for administrators. Administrators should be able to view and manage course catalogs, including adding new courses, updating course information, and setting enrollment limits. They should also be able to view the enrollment status of individual students and make changes to their course enrollments if necessary. The feature should provide administrators with an intuitive interface to search and filter courses and students, making it easy to perform tasks such as enrolling new students, transferring students between courses, and managing waitlists. The Course Enrollment Management feature should also integrate with other EduBridge modules, such as the Intelligent Content Recommender, to provide personalized course recommendations to students based on their academic needs and interests.
Acceptance Criteria: View Course Catalog

Given that I am an administrator, when I access the Course Enrollment Management feature, then I should be able to view the course catalog.

Add New Course

Given that I am an administrator, when I access the Course Enrollment Management feature, then I should be able to add a new course to the catalog.

Update Course Information

Given that I am an administrator, when I access the Course Enrollment Management feature, then I should be able to update the information of an existing course in the catalog.

Set Enrollment Limits

Given that I am an administrator, when I access the Course Enrollment Management feature, then I should be able to set enrollment limits for each course in the catalog.

View Student Enrollment Status

Given that I am an administrator, when I access the Course Enrollment Management feature, then I should be able to view the enrollment status of individual students.

Enroll New Students

Given that I am an administrator, when I access the Course Enrollment Management feature, then I should be able to enroll new students in courses.

Transfer Students Between Courses

Given that I am an administrator, when I access the Course Enrollment Management feature, then I should be able to transfer students between courses.

Manage Waitlists

Given that I am an administrator, when I access the Course Enrollment Management feature, then I should be able to manage waitlists for courses.

Integrate with Intelligent Content Recommender

Given that I am an administrator, when I access the Course Enrollment Management feature, then it should integrate with the Intelligent Content Recommender module to provide personalized course recommendations to students.

Grading System

User Story: As an administrator, I want to easily manage grades and generate reports so that I can accurately assess student performance and provide feedback.
Description: The Grading System requirement is focused on providing administrators with a robust tool to manage grades effectively. Administrators should be able to input, edit, and calculate grades for individual assignments, quizzes, exams, and other assessments. The feature should support various grading scales, such as letter grades, percentage scores, or custom scales defined by the institution. Administrators should also be able to generate grade reports for individual students, classes, or the entire institution, allowing them to analyze student performance and identify areas for improvement. The Grading System should integrate with the Intelligent Assessment Automation feature to automate the process of grading and provide timely feedback to students. Additionally, the feature should support the generation of official transcripts and report cards that can be shared with students, parents, and other stakeholders.
Acceptance Criteria: Administrator can input and edit grades for individual assignments

Given the administrator is on the grading system page, When the administrator selects a student and assignment, Then the administrator should be able to input and edit the grade for that assignment.

Administrator can calculate grades based on different grading scales

Given the administrator has entered grades for all assignments, When the administrator selects a grading scale, Then the system should calculate the overall grade for each student based on the selected scale.

Administrator can generate grade reports for individual students

Given the administrator is on the grading system page, When the administrator selects a student, Then the system should generate a grade report with all the grades for that student.

Administrator can generate grade reports for classes

Given the administrator is on the grading system page, When the administrator selects a class, Then the system should generate a grade report with the average grade for each student in that class.

Administrator can generate grade reports for the entire institution

Given the administrator is on the grading system page, When the administrator selects the entire institution, Then the system should generate a grade report with the average grade for each student in the institution.

Administrator can generate official transcripts

Given the administrator is on the grading system page, When the administrator selects a student, Then the system should generate an official transcript with all the grades and credits earned by that student.

Administrator can generate report cards

Given the administrator is on the grading system page, When the administrator selects a class or the entire institution, Then the system should generate a report card with the grades and performance summary for each student in that class or institution.

Communication Portal

User Story: As an administrator, I want to have a centralized communication portal so that I can easily communicate with educators, students, and parents.
Description: The Communication Portal requirement aims to provide administrators with a centralized platform to effectively communicate with educators, students, and parents. The feature should allow administrators to send announcements, reminders, and notifications to specific individuals, groups, or the entire institution. It should support various communication channels, including email, SMS, and in-app messaging. Administrators should be able to track the delivery and receipt of messages, ensuring that important information reaches the intended recipients. The Communication Portal should also provide an archive of past communications, making it easy for administrators to refer back to previous messages when needed. By having a centralized communication portal, administrators can ensure efficient and timely communication with all stakeholders, fostering collaboration and engagement within the EduBridge ecosystem.
Acceptance Criteria: Admin sends an announcement to all educators

Given that I am logged in as an administrator, when I compose and send an announcement to all educators, then all educators should receive the announcement

Admin sends a reminder to specific students

Given that I am logged in as an administrator, when I compose and send a reminder to specific students, then only the selected students should receive the reminder

Admin sends a notification to parents of a specific class

Given that I am logged in as an administrator, when I compose and send a notification to parents of a specific class, then only the parents of the selected class should receive the notification

Admin tracks the delivery status of messages

Given that I am logged in as an administrator, when I send a message, then I should be able to track the delivery status of the message

Admin accesses an archive of past communications

Given that I am logged in as an administrator, when I navigate to the communication portal, then I should be able to access an archive of past communications

Data Analytics and Reporting

User Story: As an administrator, I want access to comprehensive data analytics and reporting so that I can make data-driven decisions and monitor the performance of the institution.
Description: The Data Analytics and Reporting requirement focuses on providing administrators with access to comprehensive data analytics and reporting capabilities. Administrators should be able to generate reports and visualizations to analyze student performance, attendance, enrollment trends, and other key performance indicators. The feature should provide advanced filtering and segmentation options, allowing administrators to drill down into specific subsets of data for deeper analysis. Administrators should also be able to set custom benchmarks and goals, track progress towards those goals, and receive automated alerts when certain thresholds are met or exceeded. The Data Analytics and Reporting feature should integrate with other EduBridge modules, such as the Intelligent Content Recommender and Performance Analytics Dashboard, to provide administrators with a holistic view of the institution's performance and identify actionable insights to improve student outcomes.
Acceptance Criteria: Generate a student performance report

Given a set of student data, when generating a performance report, then the report should include the overall grade, subject-wise grades, and attendance percentage for each student.

Filter and segment data

Given a dataset, when applying filters and segments, then the system should display the filtered and segmented data based on the specified criteria.

Set custom benchmarks and goals

Given the ability to set custom benchmarks and goals, when setting them, then the system should allow administrators to define specific performance targets for key indicators, such as attendance rate or exam scores.

Track progress towards goals

Given goals are set, when tracking progress towards those goals, then the system should provide visualizations and metrics to monitor the institution's progress and identify areas that need improvement.

Receive automated alerts

Given benchmarks and goals are set, when certain thresholds are met or exceeded, then the system should send automated alerts to administrators, notifying them of the achievement or potential issues.

Integrate with Intelligent Content Recommender

Given the Intelligent Content Recommender is enabled, when analyzing student performance, then the system should utilize the recommended content data to assess the effectiveness of the recommended materials on student outcomes.

Integrate with Performance Analytics Dashboard

Given the Performance Analytics Dashboard is enabled, when analyzing data, then the system should provide seamless integration with the Performance Analytics Dashboard to allow administrators to view comprehensive analytics and reports.

Personalized Learning Plans

The Personalized Learning Plans feature tailors the learning experience for each student based on their individual goals, abilities, and learning styles. This feature allows educators to create customized learning paths for students, incorporating personalized goals, progress tracking, and targeted interventions. By aligning the curriculum and instructional strategies with each student's unique needs, Personalized Learning Plans optimize learning outcomes and foster a sense of ownership and motivation in students. Moreover, this feature provides students with clear guidance on their academic journey, helping them stay focused, organized, and accountable. EduBridge users benefit from a personalized learning experience that maximizes their potential and ensures continuous growth and improvement.

Requirements

Goal Setting and Progress Tracking

User Story: As a student, I want to set personalized goals and track my progress so that I can monitor my academic growth and stay motivated.
Description: The Goal Setting and Progress Tracking requirement allows students to set personalized goals and track their progress throughout their academic journey. Students can define specific learning objectives, such as completing a certain number of assignments, improving grades in specific subjects, or acquiring new skills. The system will provide a user-friendly interface where students can input their goals, set deadlines, and monitor their progress in real-time. The progress tracking feature will display visual representations of their performance, such as charts and graphs, allowing students to easily assess their growth and identify areas that need improvement. By having a clear understanding of their progress, students can stay motivated, celebrate achievements, and make informed decisions about their learning strategies.
Acceptance Criteria: Student sets a new learning goal

Given a student has access to the Personalized Learning Plans feature, when the student sets a new learning goal, then the goal should be saved and associated with the student's profile.

Student tracks progress towards a learning goal

Given a student has set a learning goal and has completed relevant tasks, when the student tracks progress towards the goal, then the system should update the progress status accordingly.

Student views visual representation of progress

Given a student has set a learning goal and has tracked progress, when the student views the progress page, then a visual representation of their progress, such as charts or graphs, should be displayed.

Student receives notifications for nearing deadline

Given a student has set a learning goal with a deadline, when the deadline is approaching, then the student should receive notifications to remind them of the upcoming deadline.

Student celebrates goal achievement

Given a student has completed a learning goal, when the student marks the goal as achieved, then the system should provide a celebration message or animation to congratulate the student.

Individualized Learning Path

User Story: As a teacher, I want to create individualized learning paths for my students so that I can cater to their unique learning needs and maximize their potential.
Description: The Individualized Learning Path requirement enables teachers to create personalized learning paths for each student based on their individual needs, abilities, and preferences. Teachers can leverage the system's intelligent algorithms to generate customized learning paths that align with the curriculum and instructional strategies. They can select and sequence learning resources, assign tasks and assessments, and provide recommendations for supplementary materials. This feature empowers teachers to address each student's strengths and weaknesses, differentiate instruction, and offer targeted interventions. By tailoring the learning experience to the specific needs of each student, teachers can enhance engagement, facilitate mastery of key concepts, and foster a sense of ownership and autonomy in students.
Acceptance Criteria: Teacher can create personalized learning paths for individual students

Given a teacher wants to create a personalized learning path for a student, when they access the Individualized Learning Path feature, then they should be able to select the student and start creating their customized learning path.

Teacher can select and sequence learning resources

Given a teacher is creating a personalized learning path for a student, when they are selecting learning resources, then they should be able to choose from a variety of resources and arrange them in a specific sequence.

Teacher can assign tasks and assessments

Given a teacher is creating a personalized learning path for a student, when they want to assign tasks and assessments, then they should be able to select appropriate tasks and assessments from the available options and assign them to the student.

Teacher can provide recommendations for supplementary materials

Given a teacher is creating a personalized learning path for a student, when they want to provide recommendations for supplementary materials, then they should be able to suggest additional resources or materials that can support and enhance the student's learning experience.

Teacher can differentiate instruction based on student's needs

Given a teacher is creating a personalized learning path for a student, when they want to differentiate instruction, then they should be able to adjust the difficulty level, pace, and learning activities based on the student's specific needs and abilities.

Teacher can offer targeted interventions

Given a teacher is creating a personalized learning path for a student, when they want to provide targeted interventions, then they should have the option to include interventions or support materials that address the student's areas of weakness or gaps in understanding.

Adaptive Content Delivery

User Story: As a learner, I want the content to adapt to my learning style and pace so that I can grasp concepts more effectively.
Description: The Adaptive Content Delivery requirement ensures that the content is delivered in a personalized manner, taking into account the learner's preferred learning style and pace. The system will leverage advanced algorithms and user data to dynamically adapt the content presentation, format, and delivery based on the learner's individual preferences and needs. For visual learners, the system may emphasize visual aids and diagrams, while for auditory learners, it may provide audio explanations or narration. The pace of content delivery can be adjusted based on the learner's comprehension and progress, allowing them to learn at their own speed. By adapting the content to the learner's preferences and pace, this feature enhances engagement, comprehension, and retention of key concepts.
Acceptance Criteria: Visual learner

Given a learner with a preferred visual learning style, when accessing the content, then the system should prioritize visual aids, diagrams, and illustrations to enhance comprehension and engagement.

Auditory learner

Given a learner with a preferred auditory learning style, when accessing the content, then the system should provide audio explanations or narration to support understanding and retention of key concepts.

Kinesthetic learner

Given a learner with a preferred kinesthetic learning style, when accessing the content, then the system should incorporate interactive elements, hands-on activities, and simulations to facilitate active learning and reinforce understanding.

Pace adjustment

Given a learner, when accessing the content, then the system should allow the learner to adjust the pace of delivery to match their individual comprehension and progress.

Progress tracking

Given a learner, when accessing the content, then the system should track the learner's progress and provide visual indicators or progress bars to show their advancement through the content.

Adaptation based on performance

Given a learner, when interacting with the content, then the system should dynamically adapt the difficulty level or complexity of the material based on the learner's performance and mastery of previous concepts.

Intelligent Recommendations for Remedial Support

User Story: As a teacher, I want to receive intelligent recommendations for remedial support to help struggling students improve their understanding and performance.
Description: The Intelligent Recommendations for Remedial Support requirement leverages data analysis and machine learning algorithms to provide teachers with intelligent recommendations for supporting struggling students. The system will analyze student performance data, identify areas of weakness or misconceptions, and suggest targeted interventions and resources to address those challenges. Teachers can access these recommendations through an intuitive interface that highlights the specific areas of concern and offers a range of remedial strategies. By utilizing intelligent recommendations, teachers can provide timely and targeted support to students, ensuring that they receive the assistance they need to overcome difficulties and achieve academic success.
Acceptance Criteria: Teacher receives recommendations for struggling students based on performance data

Given a teacher is logged into the system, when they access the Remedial Support page, then they should see a list of struggling students with recommended interventions.

Recommendations are based on data analysis and machine learning algorithms

Given a sufficient amount of student performance data is available, when the system analyzes the data using machine learning algorithms, then the recommendations should be accurate and relevant.

Recommendations focus on specific areas of weakness or misconceptions

Given a struggling student is selected, when the system generates recommendations, then the suggestions should target the specific areas of weakness or misconceptions identified in the student's performance data.

Multiple remedial strategies are provided for each recommendation

Given a teacher reviews the recommendations for a specific student, when they click on a recommendation, then they should see a range of remedial strategies available to address the identified challenge.

Recommendations are easily accessible through an intuitive interface

Given a teacher is logged into the system, when they navigate to the Remedial Support page, then they should be able to easily access and view the recommendations for each struggling student.

Collaborative Goal Setting

User Story: As a student, I want to collaborate with my peers on goal-setting activities so that we can support and motivate each other towards academic success.
Description: The Collaborative Goal Setting requirement allows students to engage in collaborative goal-setting activities with their peers. Students can create shared goals related to group projects, team competitions, or collective learning objectives. They can invite their classmates or join existing groups to collectively define goals, set milestones, and track progress together. The system will provide communication and collaboration tools to facilitate peer-to-peer support, feedback, and accountability. By fostering a culture of collaboration and shared responsibility, this feature promotes teamwork, social learning, and mutual motivation among students.
Acceptance Criteria: Students can create shared goals

Given that students are logged into their accounts, when they navigate to the Collaborative Goal Setting section, then they should have the option to create shared goals.

Students can invite classmates to join shared goals

Given that students have created a shared goal, when they select the 'Invite Classmates' option, then they should be able to invite their classmates to join the shared goal.

Students can join existing shared goals

Given that students navigate to the Collaborative Goal Setting section, when they browse through the existing shared goals, then they should have the option to join a shared goal.

Students can define goals and set milestones

Given that students have created or joined a shared goal, when they access the shared goal, then they should be able to define specific goals, set milestones, and indicate the desired completion dates.

Students can track progress towards shared goals

Given that students have created or joined a shared goal, when they access the shared goal, then they should be able to track their individual and collective progress towards the goals and milestones.

Students can communicate and provide feedback

Given that students have created or joined a shared goal, when they access the shared goal, then they should have communication and collaboration tools to provide feedback and support to their peers.

Students receive notifications on goal updates

Given that students have created or joined a shared goal, when there are updates or changes to the goal or milestones, then the students should receive notifications to stay informed.

AI-Driven Learning Path

EduBridge utilizes artificial intelligence technology to create personalized learning paths for students. Based on individual needs, strengths, and learning styles, the AI algorithm curates a tailored curriculum that optimizes the student's learning experience. This feature ensures that students receive the most relevant and engaging content, promoting better academic outcomes and increased student engagement. The AI-driven learning path continuously adapts and evolves based on the student's progress and feedback, providing a truly personalized and adaptive learning experience. Whether a student is a visual learner or an auditory learner, the AI-driven learning path ensures that the content is presented in a way that resonates with their preferred learning style. Through this feature, EduBridge enables students to learn at their own pace and ensures that they are challenged appropriately to maximize their learning potential.

Requirements

Learning Style Assessment

User Story: As a student, I want the AI-driven learning path to assess my learning style so that the content can be tailored to my preferred mode of learning.
Description: The AI-driven learning path should include a learning style assessment feature that allows students to identify their preferred mode of learning, such as visual, auditory, or kinesthetic. This assessment can be done through a series of questions or interactive activities that help determine the student's learning style. The results of the assessment will be used by the AI algorithm to curate the content in a way that aligns with the student's preferred mode of learning. For example, if a student is identified as a visual learner, the AI algorithm will prioritize visual content, such as videos or infographics, in the learning path. This personalized approach ensures that the content resonates with the student, making the learning experience more engaging and effective.
Acceptance Criteria: Assess learning style with a series of questions

Given a series of questions to assess learning style, when the student answers the questions, then the AI algorithm should analyze the responses and determine the student's learning style.

Assess learning style with interactive activities

Given interactive activities to assess learning style, when the student completes the activities, then the AI algorithm should analyze the results and determine the student's learning style.

Personalize content based on visual learning style

Given a student with a visual learning style, when accessing the AI-driven learning path, then the content should prioritize visual content, such as videos or infographics.

Personalize content based on auditory learning style

Given a student with an auditory learning style, when accessing the AI-driven learning path, then the content should prioritize auditory content, such as audio lectures or podcasts.

Personalize content based on kinesthetic learning style

Given a student with a kinesthetic learning style, when accessing the AI-driven learning path, then the content should prioritize hands-on activities or interactive simulations.

Provide recommendations based on learning style

Given the student's identified learning style, when accessing the AI-driven learning path, then the system should provide recommendations for additional resources or activities that align with the student's learning style.

Adaptive Content Delivery

User Story: As a student, I want the AI-driven learning path to adapt the delivery of content based on my progress and knowledge level so that I can learn at my own pace and be appropriately challenged.
Description: The AI-driven learning path should have the ability to adapt the delivery of content based on the student's progress and knowledge level. As the student advances in their learning journey and demonstrates mastery of certain concepts, the AI algorithm should adjust the difficulty level of the content and introduce new topics and challenges. This adaptive approach ensures that the student is always appropriately challenged and engaged, avoiding the frustration of material that is too easy or the overwhelm of material that is too difficult. The AI algorithm should also provide personalized recommendations for additional resources or remedial support when needed, helping the student to fill any knowledge gaps and succeed in their learning goals.
Acceptance Criteria: Initial learning path generation

Given a new student, when the AI-driven learning path is generated, then it should include a diverse range of topics, covering both foundational and advanced concepts.

Content difficulty adjustment

Given a student's progress and performance, when the AI algorithm detects mastery of a concept, then it should increase the difficulty level of the content in the learning path.

Introduction of new topics

Given a student's progress and performance, when the AI algorithm detects sufficient mastery of a set of related concepts, then it should introduce new topics and challenges to expand the student's knowledge.

Personalized recommendations for additional resources

Given a student's performance indicating a knowledge gap or need for additional support, when the AI algorithm detects the need, then it should provide personalized recommendations for additional resources or remedial material.

Real-Time Progress Tracking

User Story: As an educator, I want the AI-driven learning path to provide real-time progress tracking for each student so that I can monitor their performance and provide timely interventions or support.
Description: The AI-driven learning path should have a real-time progress tracking feature that allows educators to monitor the performance of each student. The system should track various metrics, such as completion of learning modules, assessment scores, time spent on tasks, and engagement with the content. This data should be presented in a clear and user-friendly dashboard that provides an overview of each student's progress. Educators should be able to easily identify areas where students are excelling or struggling, enabling them to provide timely interventions or support. For example, if a student is consistently scoring low on a particular topic, the educator can intervene by providing additional resources or personalized instruction. Real-time progress tracking empowers educators to make data-driven decisions and ensure that each student is on track to achieve their learning goals.
Acceptance Criteria: View overall progress dashboard

Given that I am an educator, when I access the AI-driven learning path dashboard, then I should be able to view an overall progress dashboard that displays the progress of each student.

Track completion of learning modules

Given that I am an educator, when I navigate to a specific student's progress, then I should be able to see the completion status of each learning module completed by the student.

Monitor assessment scores

Given that I am an educator, when I view a student's progress, then I should be able to see the scores of the assessments taken by the student and identify areas of strength and weakness.

Track time spent on tasks

Given that I am an educator, when I access a student's progress, then I should be able to view the time spent by the student on each task or learning activity.

Identify engagement with content

Given that I am an educator, when I review a student's progress, then I should be able to identify the level of engagement with the content, such as video views, resource downloads, and forum participation.

Receive real-time notifications

Given that I am an educator, when a student completes a learning module or assessment, then I should receive a real-time notification to stay updated on their progress.

Access historical progress data

Given that I am an educator, when I need to access historical progress data of a student, then I should be able to view past performance and track the student's progress over time.

Export progress reports

Given that I am an educator, when I require progress reports for students, then I should be able to export comprehensive reports that include metrics like module completion, assessment scores, time spent, and engagement with content.

Personalized Recommendations

User Story: As a student, I want the AI-driven learning path to provide personalized recommendations for additional resources or activities that can supplement my learning journey.
Description: The AI-driven learning path should provide personalized recommendations for additional resources or activities that can supplement the student's learning journey. These recommendations can be based on the student's current progress, learning style, interests, or goals. For example, if a student is struggling with a specific concept, the AI algorithm can recommend relevant videos, articles, or practice exercises that can help reinforce their understanding. If a student has shown a strong interest in a particular topic, the AI algorithm can suggest related resources or projects that can further deepen their knowledge. By providing personalized recommendations, the AI-driven learning path enhances the student's learning experience and encourages exploration and self-directed learning.
Acceptance Criteria: Student completes a lesson

Given the student has completed a lesson, when the AI algorithm evaluates the student's progress, then it should recommend additional resources or activities that can reinforce the concepts taught in the lesson.

Student expresses interest in a specific topic

Given the student has shown interest in a specific topic, when the AI algorithm analyzes the student's preferences, then it should suggest related resources or projects that can further deepen the student's knowledge in that topic.

Student struggles with a concept

Given the student is struggling with a specific concept, when the AI algorithm identifies the student's areas of weakness, then it should provide recommendations for relevant videos, articles, or practice exercises that can help the student reinforce their understanding.

Student completes a project or assignment

Given the student has completed a project or assignment, when the AI algorithm assesses the student's performance, then it should offer recommendations for additional resources or activities that can expand the student's knowledge and skills in that particular area.

Student sets specific learning goals

Given the student has defined specific learning goals, when the AI algorithm aligns the student's goals with available resources, then it should suggest relevant materials or activities that can support the student in achieving those goals.

Multi-Language Support

User Story: As an international student, I want the AI-driven learning path to support multiple languages so that I can access the content in my preferred language.
Description: The AI-driven learning path should have multi-language support to cater to the needs of international students. This feature allows students to access the content in their preferred language, ensuring that language barriers do not hinder their learning experience. The AI algorithm should have the capability to translate the content into different languages, providing a seamless and inclusive learning environment for students from diverse linguistic backgrounds. The multi-language support feature should be easily accessible and customizable, allowing students to switch languages based on their preferences. By providing multi-language support, the AI-driven learning path promotes accessibility and inclusivity, enabling students to fully engage with the content and maximize their learning potential.
Acceptance Criteria: Switching to preferred language

Given that I am an international student, when I switch the language in the AI-driven learning path settings to my preferred language, then all the content should be displayed in my selected language.

Translating content

Given that I am an international student, when I access a lesson or a learning resource in a language different from my preferred language, then the AI algorithm should automatically translate the content into my preferred language.

Language availability

Given that I am an international student, when I view the language options in the AI-driven learning path settings, then I should see a list of available languages, including my preferred language.

Customizing language preferences

Given that I am an international student, when I change my preferred language in the AI-driven learning path settings, then the content should be displayed in my newly selected language.

Consistent language across sessions

Given that I am an international student, when I log out and log back in to the AI-driven learning path, then my language preference should be saved and the content should continue to be displayed in my selected language.

Interactive Multimedia Content

Through the interactive multimedia content feature, EduBridge brings learning to life by incorporating various multimedia elements into the curriculum. Students can access videos, animations, interactive simulations, and other multimedia resources that enhance their understanding and engagement with the subject matter. This feature enables students to visualize complex concepts, interact with virtual environments, and actively participate in their learning process. By blending text-based content with visual and auditory elements, EduBridge caters to different learning preferences and promotes a deeper understanding of the material. Whether it's a biology simulation, a math concept explained through animations, or a history lesson accompanied by relevant videos, the interactive multimedia content feature ensures a captivating and immersive learning experience for students.

Requirements

Multimedia Resource Repository

User Story: As a teacher, I want access to a centralized repository of multimedia resources so that I can easily find and incorporate them into my lessons.
Description: The Multimedia Resource Repository requirement is to provide a centralized repository where teachers can access a wide range of multimedia resources such as videos, animations, simulations, and images. This repository should have a user-friendly interface that allows teachers to search and browse for specific resources based on subject, grade level, and topic. Additionally, teachers should be able to upload their own multimedia resources and share them with their colleagues. This requirement aims to streamline the process of finding and using multimedia content in lessons, ultimately enhancing the overall learning experience for students.
Acceptance Criteria: Teacher can search for multimedia resources based on subject

Given a teacher wants to find multimedia resources, when the teacher selects a subject from the search filter, then the repository displays multimedia resources related to that subject.

Teacher can search for multimedia resources based on grade level

Given a teacher wants to find multimedia resources, when the teacher selects a grade level from the search filter, then the repository displays multimedia resources appropriate for that grade level.

Teacher can search for multimedia resources based on topic

Given a teacher wants to find multimedia resources, when the teacher enters a topic in the search bar, then the repository displays multimedia resources related to that topic.

Teacher can upload multimedia resources

Given a teacher wants to share their own multimedia resources, when the teacher selects the upload option, then the repository allows the teacher to upload their multimedia resources.

Teacher can browse multimedia resources

Given a teacher wants to explore the available multimedia resources, when the teacher navigates through the repository, then the repository displays a list of multimedia resources.

Teacher can filter multimedia resources by type

Given a teacher wants to find multimedia resources of a specific type (e.g., videos, animations), when the teacher selects the type filter, then the repository displays multimedia resources of that type.

Teacher can preview multimedia resources

Given a teacher wants to preview a multimedia resource before using it, when the teacher clicks on a resource, then the repository displays a preview of the multimedia resource.

Teacher can favorite multimedia resources

Given a teacher wants to save multimedia resources for later use, when the teacher selects the favorite option for a resource, then the resource is added to the teacher's favorites list.

Content Tagging and Categorization

User Story: As a curriculum developer, I want to be able to tag and categorize multimedia content so that it can be easily searchable and organized.
Description: The Content Tagging and Categorization requirement is to implement a system that allows curriculum developers to tag and categorize multimedia content within the repository. This system should enable the tagging of content based on subject, grade level, topic, learning objectives, and other relevant attributes. Additionally, it should provide options for creating custom tags and categories to suit the specific needs of the educational institution. By implementing this requirement, the multimedia content will be easily searchable and organized, making it more efficient for teachers to find and incorporate relevant resources into their lessons.
Acceptance Criteria: Curriculum developer adds tags to a multimedia content

Given a multimedia content in the repository, when a curriculum developer adds tags to the content, then the tags should be associated with the content.

Curriculum developer categorizes a multimedia content

Given a multimedia content in the repository, when a curriculum developer categorizes the content, then the content should be placed in the selected category.

Curriculum developer searches for multimedia content based on tags

Given tagged multimedia content in the repository, when a curriculum developer searches for content based on specific tags, then the search results should include only the content that matches the tags.

Curriculum developer searches for multimedia content based on categories

Given categorized multimedia content in the repository, when a curriculum developer searches for content based on specific categories, then the search results should include only the content that belongs to the selected categories.

Curriculum developer creates custom tags

Given the ability to create custom tags, when a curriculum developer creates a custom tag, then the tag should be available for tagging multimedia content.

Curriculum developer creates custom categories

Given the ability to create custom categories, when a curriculum developer creates a custom category, then the category should be available for categorizing multimedia content.

Integration with Lesson Planning

User Story: As a teacher, I want to be able to easily integrate multimedia content into my lesson plans.
Description: The Integration with Lesson Planning requirement is to allow teachers to seamlessly incorporate multimedia content into their lesson plans. This should be achieved by integrating the multimedia resource repository with the lesson planning module of EduBridge. Teachers should be able to search for and select the desired multimedia resources directly within the lesson planning interface. The selected content should then be automatically linked to the corresponding section or activity in the lesson plan. This requirement aims to simplify the process of including multimedia content in lesson plans, saving teachers time and effort while providing them with more engaging and interactive teaching materials.
Acceptance Criteria: Teacher searches for multimedia resources

Given that a teacher is logged into the EduBridge platform and is in the lesson planning module, when the teacher enters a search query for multimedia resources, then the platform should display relevant search results from the multimedia resource repository.

Teacher selects multimedia resources for a specific lesson plan

Given that a teacher is logged into the EduBridge platform and is in the lesson planning module, when the teacher selects a multimedia resource from the search results, then the platform should provide an option to link the selected resource to a specific section or activity in the lesson plan.

Selected multimedia resources are linked to the lesson plan

Given that a teacher has linked multimedia resources to a specific section or activity in the lesson plan, when the lesson plan is saved, then the linked multimedia resources should be stored and associated with the corresponding section or activity.

Teacher can preview linked multimedia resources

Given that a teacher has linked multimedia resources to a specific section or activity in the lesson plan, when the teacher previews the lesson plan, then the linked multimedia resources should be displayed and accessible for preview directly within the lesson plan interface.

Interactive Quizzes and Assessments

User Story: As a student, I want to be able to interact with quizzes and assessments that incorporate multimedia elements.
Description: The Interactive Quizzes and Assessments requirement is to enhance the assessment experience for students by incorporating multimedia elements into quizzes and assessments. Instead of traditional text-based questions, this requirement enables the creation of interactive quizzes where students can interact with multimedia content to answer questions. For example, they may watch a video and then answer questions related to the video's content. This interactive approach not only makes the assessments more engaging but also allows for a deeper understanding and application of the material. By implementing this requirement, EduBridge aims to provide a more dynamic and effective assessment method that caters to different learning styles.
Acceptance Criteria: Student answers a multiple-choice question with a video explanation

Given a multiple-choice question with a video explanation, when the student selects the correct answer, then the answer is marked as correct and the next question is displayed.

Student answers a multiple-choice question with a video explanation

Given a multiple-choice question with a video explanation, when the student selects an incorrect answer, then the answer is marked as incorrect and the correct answer is displayed.

Student answers a fill-in-the-blank question with an audio prompt

Given a fill-in-the-blank question with an audio prompt, when the student fills in the correct answer, then the answer is marked as correct and the next question is displayed.

Student answers a fill-in-the-blank question with an audio prompt

Given a fill-in-the-blank question with an audio prompt, when the student fills in an incorrect answer, then the answer is marked as incorrect and the correct answer is displayed.

Student interacts with a drag-and-drop question with visual elements

Given a drag-and-drop question with visual elements, when the student correctly arranges the elements, then the answer is marked as correct and the next question is displayed.

Student interacts with a drag-and-drop question with visual elements

Given a drag-and-drop question with visual elements, when the student incorrectly arranges the elements, then the answer is marked as incorrect and the correct arrangement is displayed.

Student answers a True/False question with a supporting image

Given a True/False question with a supporting image, when the student selects the correct answer, then the answer is marked as correct and the next question is displayed.

Student answers a True/False question with a supporting image

Given a True/False question with a supporting image, when the student selects an incorrect answer, then the answer is marked as incorrect and the correct answer is displayed.

Gamification Elements

User Story: As a student, I want to be able to earn rewards and achievements by engaging with interactive multimedia content.
Description: The Gamification Elements requirement is to incorporate gamification elements into the interactive multimedia content feature. This includes features such as earning points, badges, levels, and achievements as students engage with the multimedia resources. The gamification elements should be designed in a way that motivates students to actively participate and explore the content. For example, completing a certain number of interactive activities or achieving a high score in a quiz could unlock special rewards or recognition. By adding gamification elements, EduBridge aims to increase student engagement and motivation, ultimately enhancing the learning experience.
Acceptance Criteria: Earning points for completing interactive activities

Given a student completes an interactive activity when the activity is marked as complete, then the student should earn a certain number of points.

Unlocking badges for achieving milestones

Given a student achieves a milestone when the milestone is reached, then the student should unlock a corresponding badge.

Advancing levels based on earned points

Given a student earns a certain number of points when the points threshold for the next level is reached, then the student should advance to the next level.

Recognition for high scores in quizzes

Given a student achieves a high score in a quiz when the score is submitted, then the student should receive recognition or rewards.

Accessibility Features

User Story: As a student with disabilities, I want the interactive multimedia content to be accessible to me.
Description: The Accessibility Features requirement is to ensure that the interactive multimedia content is accessible to students with disabilities. This includes providing options for closed captioning, transcripts, and audio descriptions for videos, as well as compatibility with assistive technologies such as screen readers. Additionally, the interactive activities should be designed in a way that accommodates students with different accessibility needs. By implementing these accessibility features, EduBridge aims to create an inclusive learning environment where all students can fully engage with the multimedia content and participate in interactive activities.
Acceptance Criteria: Student with hearing impairment accessing video content

Given that a student with hearing impairment is accessing video content, when the student enables closed captioning, then the video displays accurate and synchronized captions that provide a clear understanding of the audio content.

Student with visual impairment accessing interactive activities

Given that a student with visual impairment is accessing interactive activities, when the student uses a screen reader, then the interactive elements are properly labeled and navigable, providing a meaningful and accessible learning experience.

Student with cognitive disabilities accessing multimedia content

Given that a student with cognitive disabilities is accessing multimedia content, when the student enables adjustable playback speed, then the student can customize the speed of audio and video content for better comprehension and retention.

Student with motor disabilities accessing interactive simulations

Given that a student with motor disabilities is accessing interactive simulations, when the student uses alternative input devices such as keyboards or switches, then the student can fully engage and interact with the simulations, without any barriers or limitations.

Compatibility with assistive technologies

Given that a student uses assistive technologies such as screen readers or alternative input devices, when the student accesses the multimedia content, then the content is compatible and works seamlessly with the assistive technologies, ensuring an inclusive learning experience.

Automated Grading and Feedback

The automated grading and feedback feature in EduBridge streamlines the grading process for educators and provides timely feedback to students. When assignments, quizzes, or exams are completed, the system automatically grades them based on predefined criteria or AI algorithms. This feature saves educators significant time and effort by eliminating manual grading tasks, allowing them to focus more on providing individualized support and guidance to students. Additionally, immediate feedback is provided to students, allowing them to quickly identify areas of improvement and track their progress. This feature promotes a faster feedback loop, enabling students to make timely adjustments to their learning strategies and improve their performance. Furthermore, by standardizing the grading process, the automated grading and feedback feature ensures fairness and consistency in assessing student work.

Requirements

Automated Grading Criteria Configuration

User Story: As an educator, I want to be able to configure the grading criteria for automated grading, so that I can customize the grading process based on my specific requirements and preferences.
Description: The automated grading and feedback feature should provide a user-friendly interface for educators to configure the grading criteria. This includes defining the weightage of different assessment components, setting the scoring rubrics, and specifying the criteria for auto-grading. The configuration options should be flexible and allow educators to customize the grading process based on their specific requirements and preferences. Educators should be able to easily create and manage multiple grading configurations for different assignments, quizzes, or exams. This capability empowers educators to align the automated grading process with their teaching methodologies and assessment frameworks, ensuring accurate and meaningful grading outcomes. Additionally, the automated grading criteria configuration should support the use of AI algorithms and machine learning models for more advanced and personalized assessment methods. By providing educators with the ability to configure the grading criteria, the feature enhances the flexibility and adaptability of the automated grading system, resulting in improved accuracy and efficiency in the grading process.
Acceptance Criteria: Educator can define weightage for assessment components

Given that the educator has access to the grading configuration interface, when they specify the weightage for each assessment component, then the automated grading system assigns the respective weightage to calculate the overall grade.

Educator can set scoring rubrics for different criteria

Given that the educator has access to the grading configuration interface, when they define scoring rubrics for different criteria, then the automated grading system applies the rubrics to evaluate student responses and assign appropriate scores.

Educator can specify criteria for auto-grading

Given that the educator has access to the grading configuration interface, when they specify the criteria for auto-grading, then the automated grading system applies the defined criteria to automatically grade student submissions.

Educator can create multiple grading configurations

Given that the educator has access to the grading configuration interface, when they create multiple grading configurations for different assignments, quizzes, or exams, then they can easily manage and switch between different configurations as per their specific requirements.

Automated grading criteria configuration supports the use of AI algorithms

Given that the educator has access to the grading configuration interface, when they enable AI algorithms for automated grading, then the system utilizes advanced machine learning models to provide more personalized and accurate assessment methods.

Partial Credit Calculation

User Story: As an educator, I want the automated grading system to calculate partial credit for partially correct answers, so that students receive appropriate recognition for their efforts and partial understanding of the concepts.
Description: The automated grading and feedback feature should support the calculation of partial credit for partially correct answers. When grading assignments, quizzes, or exams, the system should accurately assess the level of correctness for each response and assign partial credit accordingly. This ensures that students receive appropriate recognition for their efforts and partial understanding of the concepts being assessed. The partial credit calculation should be customizable by educators, allowing them to define the weightage or scoring criteria for partially correct answers based on the nature of the assessment. The feature should also provide transparency to students by displaying the breakdown of their scores and the criteria used for assigning partial credit. By incorporating partial credit calculation in the automated grading system, the feature promotes fair and accurate assessment outcomes, providing students with a more comprehensive evaluation of their knowledge and skills.
Acceptance Criteria: Calculating partial credit for a single-choice question with one correct option selected

Given a single-choice question with multiple options, when the student selects one correct option and no incorrect options, then the system should assign full credit for the question

Calculating partial credit for a single-choice question with one correct option and one incorrect option selected

Given a single-choice question with multiple options, when the student selects one correct option and one incorrect option, then the system should assign partial credit based on the predefined scoring criteria

Calculating partial credit for a single-choice question with multiple correct options selected

Given a single-choice question with multiple options, when the student selects multiple correct options without any incorrect options, then the system should assign full credit for the question

Calculating partial credit for a single-choice question with multiple correct options and one incorrect option selected

Given a single-choice question with multiple options, when the student selects multiple correct options and one incorrect option, then the system should assign partial credit based on the predefined scoring criteria

Calculating partial credit for a multiple-choice question with one correct option selected

Given a multiple-choice question with multiple options, when the student selects one correct option and no incorrect options, then the system should assign full credit for the question

Calculating partial credit for a multiple-choice question with one correct option and one incorrect option selected

Given a multiple-choice question with multiple options, when the student selects one correct option and one incorrect option, then the system should assign partial credit based on the predefined scoring criteria

Calculating partial credit for a multiple-choice question with multiple correct options selected

Given a multiple-choice question with multiple options, when the student selects multiple correct options without any incorrect options, then the system should assign full credit for the question

Calculating partial credit for a multiple-choice question with multiple correct options and one incorrect option selected

Given a multiple-choice question with multiple options, when the student selects multiple correct options and one incorrect option, then the system should assign partial credit based on the predefined scoring criteria

Calculating partial credit for a numerical question with a correct answer within a defined tolerance range

Given a numerical question, when the student provides an answer within a defined tolerance range of the correct answer, then the system should assign partial credit based on the predefined scoring criteria

Calculating partial credit for a numerical question with an incorrect answer outside the defined tolerance range

Given a numerical question, when the student provides an answer outside the defined tolerance range of the correct answer, then the system should assign no credit for the question

Calculating partial credit for a free-text question with a partially correct response

Given a free-text question, when the student provides a partially correct response, then the system should assign partial credit based on the predefined scoring criteria

Calculating partial credit for a free-text question with an incorrect response

Given a free-text question, when the student provides an incorrect response, then the system should assign no credit for the question

Integration with Plagiarism Detection Tool

User Story: As an educator, I want the automated grading system to integrate with a plagiarism detection tool, so that I can easily identify and address instances of academic dishonesty in student submissions.
Description: The automated grading and feedback feature should seamlessly integrate with a plagiarism detection tool. When grading assignments or other written submissions, educators should have the option to automatically check for plagiarism by utilizing the capabilities of the integrated tool. The system should compare student submissions against a database of existing content and highlight any potential matches or instances of academic dishonesty. The integration should provide educators with a user-friendly interface to review the results of the plagiarism check and make informed decisions regarding the grading and feedback process. This integration enhances the efficiency and effectiveness of the grading process by streamlining the detection and handling of plagiarism cases. By enabling educators to easily identify and address instances of academic dishonesty, the feature fosters academic integrity and ensures a fair evaluation of student work.
Acceptance Criteria: Integration is successful

Given that the plagiarism detection tool is integrated with the automated grading and feedback feature, when a student submission is graded, then the plagiarism check should be initiated.

Plagiarized content is detected

Given that the plagiarism detection tool is integrated with the automated grading and feedback feature, when a student submission is checked for plagiarism, then any instances of plagiarized content should be identified and flagged.

Plagiarism results are easily accessible

Given that the plagiarism detection tool is integrated with the automated grading and feedback feature, when plagiarism results are generated, then educators should be able to easily access and review the results.

Plagiarism cases can be handled

Given that the plagiarism detection tool is integrated with the automated grading and feedback feature, when instances of plagiarism are identified, then educators should have the ability to handle the cases by applying appropriate penalties or initiating further actions.

User-friendly interface is provided

Given that the plagiarism detection tool is integrated with the automated grading and feedback feature, when educators access the plagiarism check results, then they should be presented with a user-friendly interface that allows for easy navigation and understanding of the detected plagiarism cases.

Customizable Feedback Templates

User Story: As an educator, I want to be able to create and use customizable feedback templates for automated grading, so that I can provide consistent and personalized feedback to students in a time-efficient manner.
Description: The automated grading and feedback feature should allow educators to create and use customizable feedback templates. Educators should have the option to define and save feedback templates that can be easily applied to student submissions during the automated grading process. The templates should support the inclusion of placeholders or dynamic fields for personalized feedback, such as the student's name, specific areas of improvement, and strengths observed in the submission. Educators should be able to modify and update the templates as needed, ensuring flexibility in providing feedback across different assignments or assessment types. The customizable feedback templates streamline the feedback generation process and enable educators to provide consistent and personalized feedback to students in a time-efficient manner. This capability promotes better student engagement and understanding of their performance, while also supporting the development of targeted learning strategies and improvement plans.
Acceptance Criteria: Creating a new feedback template

Given that an educator wants to create a new feedback template, when they access the feedback template creation interface, then they should see options to input a template name and a template body.

Saving a feedback template

Given that an educator has filled in the template name and template body, when they click the save button, then the feedback template should be saved and available for future use.

Editing an existing feedback template

Given that an educator wants to edit an existing feedback template, when they select the template from the list of available templates, then they should be able to modify the template name and template body.

Updating a feedback template

Given that an educator has made changes to the template name or template body, when they click the update button, then the changes should be saved and reflected in the updated feedback template.

Applying a feedback template to a student submission

Given that an educator wants to apply a feedback template to a student submission, when they select the template from the list of available templates, then the template body should be populated in the feedback section of the student submission for easy customization.

Customizing feedback using placeholders

Given that an educator wants to provide personalized feedback using placeholders, when they type the placeholder within the template body, then it should be replaced with the corresponding student-specific information (e.g., student name, submission date, specific feedback points) when the feedback is applied to a student submission.

Using multiple feedback templates for one student submission

Given that an educator wants to provide different types of feedback for different sections of a student submission, when they have multiple feedback templates available, then they should be able to select and apply different templates to different sections of the submission.

Review and Override Automated Grades

User Story: As an educator, I want the ability to review and override the automated grades assigned to student submissions, so that I can ensure the accuracy and fairness of the grading outcomes.
Description: The automated grading and feedback feature should provide educators with the ability to review and override the grades assigned by the automated system for student submissions. Educators should have access to a user-friendly interface where they can view the automated grades along with any comments or feedback generated by the system. They should be able to compare the automated grades with their own assessment and make adjustments as necessary based on their professional judgment and expertise. The system should record the changes made by educators and track the history of grade overrides for transparency and auditing purposes. By allowing educators to review and override the automated grades, the feature ensures the accuracy and fairness of the grading outcomes, giving educators the final authority in assessing student work and providing feedback. This capability maintains the integrity of the grading process while leveraging the benefits of automated grading for efficiency and consistency.
Acceptance Criteria: Educator can view the automated grades and comments for a student submission

Given an educator has access to the automated grading and feedback feature, when they select a student submission to review, then they should be able to see the automated grades and any comments or feedback generated by the system.

Educator can compare the automated grades with their own assessment

Given an educator has access to the automated grading and feedback feature, when they review a student submission, then they should be able to compare the automated grades with their own assessment.

Educator can override the automated grades

Given an educator has access to the automated grading and feedback feature, when they review a student submission and disagree with the automated grades, then they should be able to override the grades by entering their own assessment.

System records changes made by educators

Given an educator overrides the automated grades for a student submission, when they save the changes, then the system should record the changes and associate them with the educator's account.

System tracks the history of grade overrides

Given an educator overrides the automated grades for a student submission multiple times, when they save the changes, then the system should track the history of grade overrides and display it in the interface for transparency and auditing purposes.

Educator has final authority in assessing student work

Given an educator has access to the automated grading and feedback feature, when they override the automated grades for a student submission, then their assessment should be considered as the final grade for that submission.

Feature maintains the integrity of the grading process

Given the automated grading and feedback feature is in use, when educators review and override the automated grades, then the feature should maintain the integrity of the grading process by ensuring accurate and fair grading outcomes.

Intuitive Administrative Management System

EduBridge includes an intuitive administrative management system that simplifies administrative tasks for educational institutions. The system offers tools for student enrollment, course scheduling, attendance tracking, and resource management. It allows administrators to easily generate reports, manage student records, and monitor the overall performance of the institution. This feature streamlines operations, improves efficiency, and reduces the administrative burden on staff, enabling them to focus on more strategic initiatives. The intuitive interface and user-friendly design of the administrative management system make it easy for administrators to navigate and perform their tasks effectively. By centralizing and automating administrative processes, EduBridge enhances the overall productivity and effectiveness of educational institutions.

Requirements

User Account Management

User Story: As a system administrator, I want to be able to manage user accounts efficiently so that I can control access to the administrative system.
Description: The Intuitive Administrative Management System should provide functionality to create, update, and delete user accounts. System administrators should be able to assign different roles and permissions to each user, ensuring that only authorized personnel have access to sensitive administrative tasks. User accounts should also be searchable and sortable, allowing administrators to easily locate and manage specific accounts. Additionally, the system should have a password reset feature to ensure security and allow users to regain access to their accounts if necessary. This requirement helps streamline user account management and ensures the security and integrity of the administrative system.
Acceptance Criteria: Creating a new user account

Given a system administrator is logged in When the administrator creates a new user account with valid information Then the account should be successfully created

Updating an existing user account

Given a system administrator is logged in When the administrator updates an existing user account with valid information Then the account details should be successfully updated

Deleting a user account

Given a system administrator is logged in When the administrator deletes a user account Then the account should be successfully deleted

Assigning roles and permissions to a user account

Given a system administrator is logged in When the administrator assigns roles and permissions to a user account Then the account should have the assigned roles and permissions

Searching for a user account

Given a system administrator is logged in When the administrator searches for a specific user account Then the system should display the account details

Sorting user accounts

Given a system administrator is logged in When the administrator sorts the user accounts based on specific criteria Then the accounts should be displayed in the sorted order

Resetting a user account password

Given a user account with a forgotten password When the user initiates a password reset Then the system should send a password reset email to the user

Course Enrollment Management

User Story: As an academic coordinator, I want to efficiently manage course enrollments so that I can ensure accurate student enrollment records and course availability.
Description: The Intuitive Administrative Management System should include a feature for managing course enrollments. Academic coordinators should be able to view and update student enrollments for each course, including adding or removing students, changing student status, and managing waitlists. The system should also allow administrators to set enrollment limits for each course and track the number of available seats. Additionally, the system should provide notifications or alerts for course enrollment changes and conflicts. This requirement helps academic coordinators effectively manage course enrollments, maintain accurate student records, and optimize course availability for students.
Acceptance Criteria: Viewing course enrollments

Given that I am an academic coordinator, when I navigate to the course enrollments page, then I should be able to view the list of courses and the number of enrolled students for each course.

Adding a student to a course

Given that I am an academic coordinator, when I select a course and choose to add a student, then the student should be successfully enrolled in the course.

Removing a student from a course

Given that I am an academic coordinator, when I select a course and choose to remove a student, then the student should be successfully removed from the course.

Changing student status

Given that I am an academic coordinator, when I select a student in a course and change their status, then the student's status should be updated accordingly.

Managing waitlists

Given that I am an academic coordinator, when a course reaches its enrollment limit and a student tries to enroll, then the student should be added to the waitlist.

Setting enrollment limits

Given that I am an academic coordinator, when I edit a course and set an enrollment limit, then the enrollment limit for the course should be updated.

Tracking available seats

Given that I am an academic coordinator, when I view a course, then the system should display the number of available seats for the course based on the enrollment limit and the number of enrolled students.

Notifying course enrollment changes

Given that I am an academic coordinator, when a student enrolls or is removed from a course, then the system should send a notification to the student and the academic coordinator.

Detecting course enrollment conflicts

Given that I am an academic coordinator, when a student tries to enroll in a course but has a time conflict with another enrolled course, then the system should display an alert and prevent the student from enrolling.

Attendance Tracking

User Story: As a teacher, I want an easy way to track student attendance so that I can monitor student attendance and identify any patterns or issues.
Description: The Intuitive Administrative Management System should include a feature for tracking student attendance. Teachers should be able to easily record student attendance for each class session, mark students as present, absent, or tardy, and add comments or reasons for absences. The system should also provide attendance reports and analytics, allowing teachers and administrators to monitor attendance patterns and identify any recurring issues. This requirement improves the efficiency and accuracy of attendance tracking, enabling teachers to effectively monitor student attendance and address any attendance-related concerns.
Acceptance Criteria: Teacher records student attendance for a class session

Given a class session and a list of students, when the teacher marks students as present, absent, or tardy, then the attendance for the class session is successfully recorded for each student.

Teacher adds comments or reasons for student absences

Given a class session and a list of students with recorded absences, when the teacher adds comments or reasons for student absences, then the comments or reasons are successfully associated with the respective student absences.

Teacher generates attendance reports

Given a range of dates and a selection of classes, when the teacher generates an attendance report, then the report includes the attendance data for the selected classes within the specified date range.

Teacher analyzes attendance patterns

Given attendance data for multiple class sessions, when the teacher analyzes the attendance patterns, then patterns such as frequent absences or tardiness are identified and visualized in a clear and understandable manner.

System provides attendance analytics

Given attendance data for multiple class sessions, when the system generates attendance analytics, then metrics such as average attendance rate, most absent students, and class-wise attendance distribution are calculated accurately.

Resource Management

User Story: As a resource manager, I want a centralized system for managing educational resources so that I can effectively allocate and track resources.
Description: The Intuitive Administrative Management System should have a feature for managing educational resources. Resource managers should be able to create a centralized repository for resources, including textbooks, digital materials, and teaching aids. The system should allow administrators to assign resources to specific courses, track resource availability, and generate reports on resource utilization. Additionally, the system should provide notifications or alerts for resource requests or reservations. This requirement improves the efficiency and accessibility of resource management, enabling resource managers to optimize resource allocation and ensure that educational materials are readily available to teachers and students.
Acceptance Criteria: Resource manager can create a centralized repository for resources

Given that the resource manager is logged into the system, when they navigate to the resource management section, then they should be able to create a new resource repository.

Resource manager can add resources to the repository

Given that the resource manager has created a resource repository, when they navigate to the repository, then they should be able to add new resources.

Resource manager can assign resources to specific courses

Given that the resource manager has added resources to the repository and has access to the course management section, when they select a course, then they should be able to assign resources from the repository to the course.

Resource manager can track resource availability

Given that the resource manager has assigned resources to courses, when they view the resource management dashboard or resource details, then they should be able to see the availability status of each resource.

Administrator can generate reports on resource utilization

Given that the administrator has access to the reporting section, when they select the resource utilization report, then they should be able to generate a report that shows the usage and availability of resources.

Resource manager receives notifications for resource requests or reservations

Given that the resource manager has assigned resources to courses, when a teacher or staff member requests a resource or makes a reservation, then the resource manager should receive a notification.

Report Generation

User Story: As a school administrator, I want the ability to generate customized reports so that I can analyze and communicate key data and insights.
Description: The Intuitive Administrative Management System should include a feature for generating customized reports. School administrators should be able to select specific data points and parameters to generate reports on various aspects of the educational institution, such as student performance, enrollment trends, attendance records, and resource utilization. The system should provide a user-friendly interface for designing and customizing reports, including the ability to add charts, graphs, and filters. The generated reports should be exportable in different formats, such as PDF or Excel, and accessible to authorized personnel. This requirement enhances data-driven decision-making and communication within the educational institution, providing administrators with valuable insights and supporting evidence-based planning and evaluation.
Acceptance Criteria: Generate a report with student performance data for a specific academic year

Given a selected academic year, when the administrator chooses the 'student performance' option and generates a report, then the report should include data such as grades, test scores, and class rankings for all students in that academic year.

Export a report in PDF format

Given a generated report, when the administrator selects the 'export' option and chooses PDF format, then the system should generate a downloadable PDF file of the report.

Customize a report by adding charts and graphs

Given a generated report, when the administrator selects the 'customize' option and chooses to add charts and graphs, then the system should provide a user-friendly interface to select the desired data points and visualizations, and update the report accordingly.

Filter a report by specific criteria

Given a generated report, when the administrator selects the 'filter' option and applies specific criteria, then the system should update the report to only include data that meets the selected criteria.

Access reports only by authorized personnel

Given a user attempting to access reports, when the user is unauthorized, then the system should restrict access and display an error message indicating the lack of permission.

Real-Time Collaboration and Communication

With the real-time collaboration and communication feature, EduBridge enables seamless interaction and collaboration between students and educators. The platform provides various communication channels such as chat, video conferencing, and discussion forums, allowing students and educators to communicate and collaborate in real-time. Students can ask questions, seek clarification, and receive instant feedback from educators, enhancing their learning experience. This feature also facilitates peer-to-peer collaboration, enabling students to work together on group projects, share ideas, and learn from each other's perspectives. Real-time collaboration and communication promote active engagement, foster meaningful interactions, and create a sense of community within the digital learning environment.

Requirements

Real-Time Chat Integration

User Story: As a student, I want to have a real-time chat feature so that I can communicate with my peers and educators instantly.
Description: The Real-Time Chat Integration requirement aims to provide a seamless and efficient chat functionality within the EduBridge platform. This feature allows students to communicate with their peers and educators in real-time, enabling instant messaging and quick response times. The real-time chat feature enhances collaboration by providing a convenient and accessible channel for students to ask questions, seek clarification, and share ideas. It also promotes engagement and active participation in discussions, group projects, and study groups. The real-time chat integration is available across all devices and can be accessed from any part of the platform, ensuring that students can connect and communicate with their peers and educators at any time and from anywhere.
Acceptance Criteria: Student can send and receive messages

Given the student is logged into the EduBridge platform, when the student sends a message to a peer or educator, then the message is successfully delivered and displayed in real-time for both the sender and recipient.

Message history is maintained

Given a student has previous conversations in the chat, when the student opens the chat window, then the student can view the complete history of messages exchanged with peers and educators, including previous sessions.

Notifications for new messages

Given the student is logged into the EduBridge platform, when a new message is received in the chat, then the student receives a notification, such as a sound alert or a visual indicator, to notify them of the new message.

Ability to create groups and join group chats

Given the student wants to collaborate with a specific group of peers, when the student creates a group and invites other students to join, then the group chat is created and all invited students can participate in real-time discussions within the group chat.

Emojis and file sharing in chats

Given the student wants to express emotions or share files during a conversation, when the student uses emojis or attaches files to a chat message, then the emojis are displayed correctly and the files can be uploaded and downloaded by the participants.

Real-time typing indicator

Given the student is engaged in a chat conversation, when another participant is typing a message, then a real-time typing indicator is displayed to notify the student that the other participant is composing a message.

Ability to search and filter chat messages

Given the student wants to find specific messages or conversations, when the student searches for keywords or applies filters, then the chat system provides relevant search results or filtered conversations based on the specified criteria.

Secure and private messaging

Given the student is using the real-time chat feature, when messages are exchanged between participants, then the messages are encrypted and protected to ensure the privacy and security of the conversations.

Integration with user profiles

Given the student interacts with other users through the chat, when viewing a chat conversation, the user profile pictures, names, and roles of the participants are displayed to provide context and facilitate identification.

Offline message storage

Given the student is unable to receive messages in real-time due to temporary network issues, when the student regains internet connectivity, then the previously undelivered messages are stored and delivered to the student's chat inbox.

Video Conferencing

User Story: As an educator, I want to have a video conferencing feature so that I can conduct live virtual classes and interactive lectures.
Description: The Video Conferencing requirement aims to provide educators with a powerful tool for conducting live virtual classes and interactive lectures in real-time. This feature enables educators to deliver engaging and dynamic lessons to students, fostering active participation and interaction. With video conferencing, educators can share their screen, present slides, use interactive whiteboards, and conduct live demonstrations. Students can ask questions, participate in discussions, and receive instant feedback from educators. The video conferencing feature also supports breakout rooms, allowing educators to facilitate small group discussions and collaborative activities. Video conferencing can be scheduled in advance or initiated spontaneously, providing flexibility in delivering classes and accommodating different time zones. This feature enhances the virtual learning experience, making it more interactive, engaging, and personalized.
Acceptance Criteria: Educator initiates a video conference

Given an educator is logged into the EduBridge platform, when the educator clicks on the 'Start Video Conference' button, then a video conference is initiated.

Students can join a video conference

Given a video conference is initiated by an educator, when students receive an invitation or join link, then they can join the video conference by clicking on the link.

Educator can share their screen

Given an educator is in a video conference, when the educator selects the 'Share Screen' option, then their screen is shared with all participants in the video conference.

Chat functionality is available during a video conference

Given a video conference is in progress, when participants use the chat feature, then they can exchange text messages in real-time within the video conference.

Video and audio quality is clear and consistent

Given a video conference is in progress, when participants join the conference, then they should experience clear and consistent video and audio quality throughout the session.

Educator can use interactive whiteboard

Given an educator is in a video conference, when the educator selects the 'Interactive Whiteboard' option, then they can use the interactive whiteboard to draw, write, and annotate during the video conference.

Participants can request to speak or ask questions

Given a video conference is in progress, when a participant clicks on the 'Raise Hand' button or uses the 'Ask a Question' feature, then the participant's request to speak or ask a question is visible to the educator and other participants.

Breakout rooms are available for small group discussions

Given an ongoing video conference, when the educator selects the 'Create Breakout Rooms' option, then breakout rooms are created where participants can be assigned to smaller groups for discussions or collaborative activities.

Recording feature is available for later access

Given a video conference is in progress, when an educator clicks on the 'Record' button, then the video conference is recorded and can be accessed later for review or playback.

Video conference can accommodate multiple participants

Given a video conference is in progress, when multiple participants join the conference, then the video conference can accommodate all participants without any technical limitations.

Discussion Forums

User Story: As a student, I want to have discussion forums so that I can engage in collaborative discussions and share ideas with my peers.
Description: The Discussion Forums requirement aims to create an online space for students to engage in collaborative discussions and share ideas with their peers. This feature provides a structured platform where students can post questions, initiate discussions, and share their thoughts on various topics. Students can respond to each other's posts, provide feedback, and engage in meaningful conversations. The discussion forums promote critical thinking, active engagement, and knowledge sharing among students. Educators can also actively participate in the discussions, provide guidance, and facilitate learning. The discussion forums are easily accessible within the EduBridge platform and provide a centralized location for students to collaborate, exchange ideas, and learn from each other's perspectives.
Acceptance Criteria: Students can create new discussion topics

Given a student has access to the discussion forums, when the student creates a new discussion topic, then the topic is successfully created and visible to other students.

Students can post replies to discussion topics

Given a student has access to the discussion forums and a discussion topic, when the student posts a reply to the topic, then the reply is successfully posted and visible to other students.

Students can like and dislike discussion posts

Given a student has access to the discussion forums and a discussion post, when the student likes or dislikes the post, then the like or dislike is registered and visible to other students.

Students can edit their own discussion posts

Given a student has access to the discussion forums and has posted a discussion post, when the student edits their post, then the post is successfully updated with the new content.

Students can delete their own discussion posts

Given a student has access to the discussion forums and has posted a discussion post, when the student deletes their post, then the post is successfully deleted and no longer visible to other students.

Educators can moderate and manage discussion topics and posts

Given an educator has access to the discussion forums, when the educator moderates and manages discussion topics and posts, then they can delete inappropriate content, provide guidance, and ensure a conducive learning environment.

Discussion forums support rich text formatting

Given a student has access to the discussion forums, when the student creates a new discussion topic or posts a reply, then they can format their content using bold, italics, bullet points, and other basic formatting options.

Discussion forums provide notifications for new posts and replies

Given a student has access to the discussion forums, when a new discussion topic is created or a reply is posted to a topic they are subscribed to, then they receive a notification to stay updated with the latest discussions.

Discussion forums allow filtering and sorting of topics

Given a student has access to the discussion forums, when the student navigates to the discussion forums, then they can filter topics based on categories, tags, or subject areas and sort topics by relevance, popularity, or chronological order.

Notification System

User Story: As a user, I want to receive notifications for new messages and updates so that I can stay informed and respond promptly.
Description: The Notification System requirement aims to keep users informed and updated about new messages, announcements, and updates within the real-time collaboration and communication features of EduBridge. This feature provides notifications in real-time, ensuring that users do not miss any important messages or updates. Users receive notifications when they receive new chat messages, when there are new posts or replies in the discussion forums, and when there are upcoming virtual classes or meetings. The notification system can be customized to suit individual preferences, allowing users to choose their preferred notification methods such as email, push notifications, or in-app notifications. The notification system enhances the user experience by keeping users informed, enabling timely responses, and promoting active engagement in the collaborative learning environment.
Acceptance Criteria: User receives a notification for a new chat message

Given that the user is logged into the EduBridge platform When a new chat message is sent to the user Then the user should receive a notification for the new chat message

User receives a notification for new posts or replies in the discussion forums

Given that the user is a member of a discussion forum When there are new posts or replies in the discussion forum Then the user should receive a notification for the new activity in the discussion forum

User receives a notification for upcoming virtual classes or meetings

Given that the user is enrolled in a virtual class or meeting When there is an upcoming virtual class or meeting Then the user should receive a notification for the upcoming virtual class or meeting

User can customize the notification settings

Given that the user has access to the notification settings When the user modifies the notification preferences Then the user's notification settings should be updated according to the modifications

User does not receive duplicate notifications

Given that the user has already received a notification for a certain activity When the same activity occurs again Then the user should not receive duplicate notifications for the same activity

File Sharing

User Story: As a student, I want to be able to share files with my peers and educators so that I can collaborate on projects and assignments.
Description: The File Sharing requirement aims to provide students with the ability to easily share files with their peers and educators within the EduBridge platform. This feature allows students to upload and share documents, presentations, images, and other files, facilitating collaboration on projects, assignments, and group work. Students can share files directly in chat conversations or within discussion forums, making it convenient for collaboration and feedback. Educators can also share resources, study materials, and additional references with their students. The file sharing feature supports various file formats and ensures that files are securely stored and accessible to the intended recipients. This feature promotes collaborative learning, enables efficient file sharing, and simplifies the process of working together on educational tasks.
Acceptance Criteria: Students can upload and share files with their peers

Given a student wants to share a file, when the student selects the file to upload, then the file is successfully uploaded and can be accessed by the selected peers.

Educators can share study materials with their students

Given an educator wants to share study materials, when the educator selects the files to upload, then the files are successfully uploaded and can be accessed by the intended students.

Files can be shared in chat conversations

Given a student wants to share a file in a chat conversation, when the student selects the file to upload and sends the message, then the file is successfully uploaded and accessible to the chat participants.

Files can be shared in discussion forums

Given a student wants to share a file in a discussion forum, when the student selects the file to upload and submits the post, then the file is successfully uploaded and accessible to the participants of the discussion forum.

Various file formats are supported for sharing

Given a student wants to share a file, when the student selects a file of any supported format, then the file is successfully uploaded and accessible to the recipients.

Files are securely stored and protected

Given a student wants to share a file, when the file is uploaded, then the file is stored securely and can only be accessed by the intended recipients with proper permissions.

Files can be accessed and downloaded by recipients

Given a student wants to access a shared file, when the student opens the file, then the file is successfully downloaded and can be accessed offline.

Progress Tracking and Performance Analytics

The progress tracking and performance analytics feature in EduBridge provides educators with a comprehensive view of student progress and performance. This feature allows educators to track students' completion of assignments, quizzes, and exams, providing insights into their level of engagement and understanding. Additionally, performance analytics offer detailed data and visualizations on student performance, allowing educators to identify areas of improvement and provide targeted support. This feature enables educators to make data-driven decisions, personalize instruction, and intervene when necessary. By proactively monitoring student progress, educators can ensure that students stay on track and make the necessary adjustments to optimize their learning outcomes.

Requirements

Real-Time Progress Updates

User Story: As an educator, I want to receive real-time updates on student progress so that I can monitor their learning journey and provide timely intervention.
Description: The Real-Time Progress Updates requirement aims to provide educators with immediate, up-to-date information on student progress. This feature will allow educators to track students' completion of assignments, quizzes, and exams in real-time, providing them with a clear understanding of each student's engagement and performance. By receiving real-time updates, educators can stay informed about students' progress, identify any potential areas of concern, and intervene as needed. This requirement will enhance educators' ability to provide timely feedback and support, leading to improved student outcomes.
Acceptance Criteria: Educator receives real-time notification when a student completes an assignment

Given a student completes an assignment, when the system detects the completion, then the system sends a notification to the educator in real-time

Educator can view real-time progress updates for all students

Given an educator accesses the progress tracking dashboard, when the educator selects the real-time progress updates option, then the system displays the up-to-date progress of all students in a single view

Educator receives real-time alerts for students who are falling behind

Given an educator enables the real-time alerts feature, when a student's progress falls below a certain threshold, then the system sends an immediate alert to the educator

Educator can track real-time completion of quizzes and exams

Given an educator accesses the progress tracking dashboard, when the educator selects the specific quiz or exam, then the system displays the real-time completion status of all students for that assessment

Educator can view detailed performance analytics in real-time

Given an educator accesses the performance analytics section, when the educator selects the real-time updates option, then the system displays the latest data and visualizations on student performance

Student Performance Analytics

User Story: As an educator, I want to access comprehensive performance analytics for each student so that I can analyze their strengths and weaknesses and tailor my instruction accordingly.
Description: The Student Performance Analytics requirement aims to provide educators with detailed data and visualizations on student performance. This feature will enable educators to assess students' strengths and weaknesses across various areas, such as assignments, quizzes, and exams. By analyzing this data, educators can identify patterns and trends in student performance, allowing them to tailor their instruction to meet the individual needs of each student. Additionally, performance analytics will provide insights into the effectiveness of instructional strategies and help educators make data-driven decisions to improve student outcomes.
Acceptance Criteria: Educator can view overall student performance

Given an educator logs into the EduBridge platform, when they navigate to the performance analytics dashboard, then they should be able to view an overview of the overall performance of each student.

Educator can analyze performance by assignment

Given an educator is on the performance analytics dashboard, when they select a specific assignment, then they should be able to analyze the performance of each student on that assignment.

Educator can identify areas of improvement

Given an educator is analyzing the performance analytics, when they identify a trend of low performance in a specific area, then they should be able to identify the corresponding topic or concept that needs improvement.

Educator can track progress over time

Given an educator is on the performance analytics dashboard, when they select a specific time frame, then they should be able to track the progress of each student over that time period.

Educator can compare student performance

Given an educator is analyzing the performance analytics, when they select multiple students, then they should be able to compare their performance side by side to identify trends or differences.

Educator can generate performance reports

Given an educator is on the performance analytics dashboard, when they choose to generate a performance report, then they should be able to generate a detailed report summarizing the performance of each student.

Comparative Performance Analysis

User Story: As an educator, I want to compare student performance across different assignments, quizzes, and exams so that I can identify trends and patterns and adjust my teaching methods accordingly.
Description: The Comparative Performance Analysis requirement aims to provide educators with the ability to compare student performance across different assignments, quizzes, and exams. This feature will allow educators to identify trends and patterns in student performance, helping them understand which areas students excel in and which areas require further attention. By comparing student performance, educators can adjust their teaching methods and instructional resources to better meet the needs of their students. This requirement will enable educators to make data-driven decisions and continuously improve their teaching practices.
Acceptance Criteria: Comparing student performance between two assignments

Given that there are two assignments completed by different students, when I compare their performance, then I should be able to see the percentage of correct answers for each assignment.

Identifying the top-performing students in a quiz

Given that there is a quiz with multiple students' results, when I view the quiz performance analysis, then I should see a list of students ranked based on their scores in descending order.

Analyzing student performance over time

Given that I have access to a student's performance history, when I select a specific time period, then I should be able to see their average score and growth in performance over that period.

Examining performance differences across different class sections

Given that there are multiple class sections, when I compare the average scores of each section for a specific assignment, then I should be able to identify any significant performance differences.

Identifying common misconceptions among students

Given that I have access to student responses for a specific question, when I analyze the answer choices selected by students, then I should be able to identify common misconceptions and areas of confusion.

Individualized Performance Reports

User Story: As an educator, I want to generate individualized performance reports for each student so that I can provide personalized feedback and guidance.
Description: The Individualized Performance Reports requirement aims to generate personalized performance reports for each student. This feature will provide educators with comprehensive insights into each student's progress, strengths, and areas for improvement. The performance reports will include detailed information on assignments, quizzes, and exams, allowing educators to provide personalized feedback and guidance to each student. By offering individualized performance reports, educators can foster a personalized learning environment, promote student self-awareness, and support targeted intervention.
Acceptance Criteria: View individualized performance report for a specific student

Given that I am an educator, when I select a specific student, then I should be able to view their individualized performance report.

Access performance data for assignments, quizzes, and exams

Given that I am an educator, when I access a student's individualized performance report, then I should be able to see their performance data for assignments, quizzes, and exams.

Identify student's strengths and areas for improvement

Given that I am an educator, when I review a student's individualized performance report, then I should be able to identify their strengths and areas for improvement based on their performance data.

Provide personalized feedback and guidance

Given that I am an educator, when I review a student's individualized performance report, then I should be able to provide personalized feedback and guidance based on their performance data.

Generate printable or downloadable performance reports

Given that I am an educator, when I generate a student's individualized performance report, then I should have the option to print or download the report.

Attendance Tracking

User Story: As an educator, I want to track student attendance so that I can monitor their engagement and identify any potential attendance issues.
Description: The Attendance Tracking requirement aims to provide educators with a tool to monitor student attendance. This feature will allow educators to track and record student attendance, providing them with insights into the level of student engagement and participation. By tracking attendance, educators can identify any potential attendance issues and take appropriate actions, such as reaching out to absent students or providing additional support. This requirement will enable educators to promote student accountability and ensure that all students have equal opportunities for learning.
Acceptance Criteria: Tracking attendance for a single student

Given a student with an assigned class and attendance record, when the student attends the class, then the attendance status is marked as present.

Tracking attendance for a single student

Given a student with an assigned class and attendance record, when the student does not attend the class, then the attendance status is marked as absent.

Viewing the attendance record for a single student

Given a student with an assigned class and attendance record, when the educator requests to view the attendance record, then the attendance record for the student is displayed.

Viewing the attendance record for a single student

Given a student with an assigned class and attendance record, when the educator requests to view the attendance record, then the attendance record displays the dates and attendance status for each class session.

Identifying attendance patterns for a single student

Given a student with an assigned class and attendance record, when the educator analyzes the attendance record, then any patterns of consistent attendance or absences are identified.

Identifying attendance patterns for a single student

Given a student with an assigned class and attendance record, when the educator analyzes the attendance record, then any excessive or frequent absences are flagged for further investigation.

Mobile Accessibility

The mobile accessibility feature of EduBridge enables students and educators to access the platform from any mobile device, anytime and anywhere. Whether on a smartphone or tablet, users can seamlessly engage with the platform, access course content, participate in discussions, and complete assignments. This feature provides flexibility and convenience, allowing students to learn at their own pace and on their preferred device. Additionally, educators can easily stay connected with their students, provide timely feedback, and monitor progress even when they are on the move. The mobile accessibility feature ensures that learning is not restricted to a physical location and empowers users with the freedom to pursue education anytime, anywhere.

Requirements

Mobile Responsive Design

User Story: As a student, I want the EduBridge platform to be visually optimized and responsive on my mobile device, so that I can comfortably access and navigate the platform on the go.
Description: The mobile accessibility feature of EduBridge should include a mobile responsive design that ensures the platform is visually optimized and easy to navigate on various mobile devices. This includes adjusting the layout and content to fit different screen sizes, optimizing the font size and spacing for readability, and providing intuitive touch-friendly interactions. The mobile responsive design should also consider any specific requirements for different mobile operating systems and browsers. By having a visually optimized and responsive design, students can comfortably access and navigate the EduBridge platform on their mobile devices, allowing them to seamlessly engage with course content and participate in learning activities while on the go.
Acceptance Criteria: The platform should adjust the layout to fit different screen sizes.

Given that I access the EduBridge platform on a mobile device with a small screen size, when I open the platform, then the layout should adapt to fit the screen size, ensuring all elements are visible and accessible.

The platform should optimize the font size and spacing for readability.

Given that I access the EduBridge platform on a mobile device, when I view the content, then the font size and spacing should be adjusted to ensure readability, with sufficient space between elements for easy navigation.

The platform should provide intuitive touch-friendly interactions.

Given that I interact with the EduBridge platform on a mobile device using touch input, when I tap on buttons or links, then they should respond immediately and accurately, providing a seamless and intuitive user experience.

The platform should consider specific requirements for different mobile operating systems and browsers.

Given that I access the EduBridge platform on a mobile device with a specific operating system or browser, when I use the platform, then it should be compatible and optimized for that particular environment, providing consistent functionality and performance.

Offline Mode

User Story: As a student, I want to be able to access and interact with the EduBridge platform even when I don't have an internet connection, so that I can continue learning anytime, anywhere.
Description: The mobile accessibility feature of EduBridge should include an offline mode that allows students to access and interact with the platform even when they don't have an internet connection. In offline mode, students should be able to view previously downloaded course content, complete assignments, and participate in discussions. Any actions performed in offline mode should be synchronized with the platform once the internet connection is restored. This feature provides flexibility and ensures that students can continue learning even in areas with limited or no internet access, allowing them to make the most of their time and progress in their courses anytime, anywhere.
Acceptance Criteria: Downloaded course content should be accessible in offline mode

Given a student has downloaded course content on the EduBridge platform, when the student goes into offline mode, then the downloaded course content should be accessible for viewing

Students should be able to complete assignments in offline mode

Given a student has downloaded assignments on the EduBridge platform, when the student goes into offline mode, then the student should be able to complete the downloaded assignments

Students should be able to participate in discussions in offline mode

Given a student has downloaded discussion threads on the EduBridge platform, when the student goes into offline mode, then the student should be able to view the downloaded discussion threads and post comments

Actions performed in offline mode should be synchronized when internet connection is restored

Given a student has completed assignments and participated in discussions in offline mode on the EduBridge platform, when the student regains internet connection, then the completed assignments and posted comments should be synchronized with the platform

Push Notifications

User Story: As a student, I want to receive push notifications on my mobile device for important updates and deadlines on the EduBridge platform, so that I can stay informed and manage my coursework effectively.
Description: The mobile accessibility feature of EduBridge should include push notifications that students can receive on their mobile devices for important updates and deadlines. These push notifications can include reminders for upcoming assignments, announcements from educators, and notifications for new course materials or discussion activities. Students should have the option to customize their notification preferences, allowing them to choose which types of notifications they want to receive and how they want to be notified (e.g., sound, vibration, or visual alert). By receiving push notifications, students can stay informed and manage their coursework effectively, ensuring they are aware of important updates and deadlines even when they are not actively using the EduBridge platform.
Acceptance Criteria: Student receives a push notification for a new announcement from an educator

Given that a student is subscribed to push notifications When a new announcement is posted by an educator Then the student should receive a push notification on their mobile device

Student receives a push notification for an upcoming assignment deadline

Given that a student is subscribed to push notifications When an assignment deadline is approaching Then the student should receive a push notification on their mobile device

Student can customize their notification preferences

Given that a student wants to customize their notification preferences When they access the settings in the mobile app Then they should be able to choose which types of notifications they want to receive and how they want to be notified

Student receives a push notification for new course materials

Given that a student is subscribed to push notifications When new course materials are added to a course Then the student should receive a push notification on their mobile device

Student receives a push notification for a new discussion activity

Given that a student is subscribed to push notifications When a new discussion activity is posted in a course Then the student should receive a push notification on their mobile device

Simplified Navigation

User Story: As an educator, I want the mobile accessibility feature of the EduBridge platform to provide simplified navigation for my students, so that they can easily find and access course materials, assignments, and discussion forums.
Description: The mobile accessibility feature of EduBridge should provide simplified navigation for students, allowing them to easily find and access course materials, assignments, and discussion forums on their mobile devices. The navigation should be intuitive, with clear labels and icons that guide students to the different sections of the platform. Important features and frequently accessed functions should be easily accessible through a persistent or collapsible menu. Additionally, the navigation should be optimized for touch interactions, allowing students to easily tap and swipe through the platform. By providing simplified navigation, the mobile accessibility feature enhances the user experience for students, making it convenient and efficient for them to access and engage with course materials and activities while using the EduBridge platform on their mobile devices.
Acceptance Criteria: When a student opens the EduBridge mobile app

Then the app should display a clear and intuitive navigation menu on the home screen

When a student taps on the navigation menu icon

Then the menu should expand or open a side drawer to reveal the available sections

When a student taps on a section in the navigation menu

Then the app should navigate to the corresponding section or page

When a student is on a specific section or page

Then the app should highlight or visually indicate the active section or page in the navigation menu

When a student is scrolling or navigating within a section or page

Then the navigation menu should remain easily accessible and visible

When a student interacts with elements within a section or page

Then the app should provide clear and consistent navigation elements to go back or navigate to related sections

Multimedia Compatibility

User Story: As an educator, I want the EduBridge platform to be compatible with multimedia content on mobile devices, so that I can provide engaging and interactive learning materials to my students.
Description: The mobile accessibility feature of EduBridge should ensure compatibility with multimedia content on mobile devices. This includes support for various file formats (e.g., videos, audio recordings, interactive presentations) and the ability to play and interact with multimedia content directly within the platform. The platform should also optimize the display of multimedia content for different screen sizes and orientations, ensuring that students can fully engage with the content on their mobile devices. By ensuring multimedia compatibility, educators can provide engaging and interactive learning materials to their students, enhancing the learning experience and facilitating active participation in the course.
Acceptance Criteria: Video playback on mobile devices

Given that a student has a mobile device with internet access, when the student selects a video on the EduBridge platform, then the video should play smoothly and without buffering on the mobile device.

Audio playback on mobile devices

Given that a student has a mobile device with internet access, when the student selects an audio recording on the EduBridge platform, then the audio should play clearly and without any distortions on the mobile device.

Interactive presentation display on mobile devices

Given that a student has a mobile device with internet access, when the student opens an interactive presentation on the EduBridge platform, then the presentation should display correctly with all interactive elements and animations on the mobile device.

Optimized display for different screen sizes

Given that a student has a mobile device with a small screen, when the student accesses the EduBridge platform, then the platform should optimize the display of multimedia content to fit the small screen without any loss of information.

Optimized display for different screen orientations

Given that a student has a mobile device that can be rotated, when the student changes the orientation of the device while accessing the EduBridge platform, then the platform should adjust the display of multimedia content to fit the new orientation seamlessly.

Personalized Recommendations and Remedial Support

EduBridge incorporates personalized recommendations and remedial support to address individual student learning needs. Based on student performance data and AI algorithms, the platform provides tailored recommendations for additional study materials, resources, or supplementary learning modules. This feature caters to students who need extra support by offering remedial content and targeted intervention strategies. The personalized recommendations and remedial support feature helps students fill knowledge gaps, reinforce concepts, and improve their overall understanding. By providing individualized support, EduBridge ensures that no student is left behind and promotes equitable access to quality education.

Requirements

Adaptive Learning Path

User Story: As a student, I want a personalized learning path that adapts to my individual needs and pace, so that I can learn at my own pace and focus on areas I need improvement.
Description: The adaptive learning path requirement is to provide students with a personalized learning path that adapts to their individual needs and pace. The feature should analyze the student's performance data, identify areas of improvement, and recommend appropriate learning resources and activities. This will allow students to learn at their own pace, focus on areas they need improvement, and receive targeted remedial support. The adaptive learning path should take into account the student's strengths, weaknesses, learning preferences, and progress to provide tailored recommendations. The feature should be accessible to students from any device, allowing them to access their personalized learning path anytime and anywhere. By offering an adaptive learning path, EduBridge enhances student engagement, motivation, and learning outcomes by providing a customized learning experience tailored to their unique needs.
Acceptance Criteria: Student receives a personalized learning path

Given a student's performance data and learning preferences, when the adaptive learning path is generated, then the student should receive a personalized learning path that is tailored to their individual needs and pace.

Learning path adapts based on student's performance

Given a student's performance data and progress, when the student completes a learning activity, then the adaptive learning path should dynamically adjust and recommend new activities based on their performance and identified areas of improvement.

Remedial support is provided for weak areas

Given a student's performance data and identified weak areas, when the student accesses the adaptive learning path, then the feature should provide tailored remedial support by recommending relevant study materials, resources, or supplementary learning modules to help the student improve their understanding and fill knowledge gaps.

Students can learn at their own pace

Given a personalized learning path, when a student accesses the adaptive learning path, then they should have the flexibility to learn at their own pace, progress through the recommended activities at their preferred speed, and have the option to review or revisit previous content as needed.

Learning path is accessible from any device

Given a personalized learning path, when a student accesses the adaptive learning path, then they should be able to access it from any device with internet connectivity, ensuring seamless learning experiences across different devices and platforms.

Performance Analytics Dashboard

User Story: As an educator, I want a performance analytics dashboard that provides insights into student progress and areas of improvement, so that I can identify students who need personalized recommendations and remedial support.
Description: The performance analytics dashboard requirement is to provide educators with a comprehensive view of student progress and areas of improvement. The dashboard should display data on student performance, including grades, assessments, and participation metrics. It should provide insights into individual student strengths, weaknesses, and learning patterns. The performance analytics dashboard should also highlight students who may require personalized recommendations and remedial support based on their performance data. Educators can use this information to identify students who need additional assistance and provide targeted intervention strategies. The dashboard should be user-friendly, visually appealing, and customizable to suit the needs of educators. By offering a performance analytics dashboard, EduBridge empowers educators to make data-driven decisions, personalize learning experiences, and support student success.
Acceptance Criteria: Educator logs in and accesses the performance analytics dashboard

Given that the educator is logged into EduBridge, when they access the performance analytics dashboard, then they should be able to view the dashboard without any errors or issues.

Dashboard displays student performance metrics

Given that the educator is on the performance analytics dashboard, when they view the dashboard, then they should be able to see metrics such as grades, assessments, and participation data for each student.

Dashboard provides insights into student strengths and weaknesses

Given that the educator is on the performance analytics dashboard, when they view the dashboard, then they should be able to see insights into individual student strengths and weaknesses based on their performance data.

Dashboard highlights students who need personalized recommendations

Given that the educator is on the performance analytics dashboard, when they view the dashboard, then they should be able to identify students who require personalized recommendations based on their performance data.

Educator can customize the dashboard view

Given that the educator is on the performance analytics dashboard, when they interact with the dashboard, then they should be able to customize the view and choose which metrics and insights they want to see.

Intelligent Content Tagging

User Story: As a content creator, I want an intelligent content tagging feature that categorizes learning resources and materials based on student learning needs and difficulty level, so that I can provide targeted recommendations and remedial support.
Description: The intelligent content tagging requirement is to develop a feature that automatically categorizes learning resources and materials based on student learning needs and difficulty level. The feature should use AI algorithms to analyze the content and assign relevant tags and metadata. This will enable the platform to provide targeted recommendations and remedial support to students based on their individual learning needs. The intelligent content tagging feature should consider factors such as topic, concept, learning objective, difficulty level, and learning style to ensure accurate categorization. Content creators can benefit from this feature by easily organizing, searching, and filtering the content library. By offering intelligent content tagging, EduBridge enhances content discovery, accessibility, and relevance, ensuring that students receive personalized recommendations and remedial support that align with their learning goals.
Acceptance Criteria: Content is accurately categorized based on student learning needs and difficulty level

Given a learning resource and student learning data, when the content is analyzed using AI algorithms, then the content should be assigned relevant tags and metadata based on the student's learning needs and difficulty level.

Tags and metadata consider factors such as topic, concept, learning objective, difficulty level, and learning style

Given a learning resource, when the content is analyzed using AI algorithms, then the assigned tags and metadata should accurately reflect the content's topic, concept, learning objective, difficulty level, and learning style.

Content creators can easily search and filter the content library based on tags and metadata

Given a content library with intelligent content tagging, when a content creator performs a search or filter based on tags or metadata, then the search or filter results should accurately display the relevant learning resources.

Intelligent content tagging enhances content discovery and relevance

Given a student with personalized recommendations, when the intelligent content tagging is applied to the content library, then the recommended resources should be more relevant to the student's learning needs and preferences.

Content tagging accurately determines the difficulty level of learning resources

Given a learning resource and student performance data, when the content is analyzed using AI algorithms, then the assigned difficulty level should align with the student's proficiency and knowledge gaps.

Progress Tracking Alerts

User Story: As a parent, I want to receive progress tracking alerts that notify me of my child's performance and areas needing improvement, so that I can provide additional support and monitor their learning progress.
Description: The progress tracking alerts requirement is to implement a feature that sends real-time alerts to parents regarding their child's performance and areas needing improvement. The alerts should provide information on grades, assessments, participation, and completion of learning activities. Parents can set their preferences for receiving alerts via email, SMS, or push notifications. The progress tracking alerts should provide a summary of the child's progress along with actionable insights on areas needing improvement. This will enable parents to provide additional support, monitor their child's learning progress, and stay informed about their academic journey. By offering progress tracking alerts, EduBridge strengthens the home-school connection, promotes parental involvement, and fosters a collaborative approach to student success.
Acceptance Criteria: Parent receives an alert for a grade drop below a certain threshold

Given the parent has set a threshold for grade drop, when the child's grade drops below the threshold, then an alert is sent to the parent

Parent receives an alert for missed assessments

Given the parent has set a preference to receive alerts for missed assessments, when the child fails to submit an assessment within the specified timeframe, then an alert is sent to the parent

Parent receives a summary of completed learning activities

Given the parent has set a preference to receive a summary of completed learning activities, when the child completes a learning activity, then a summary of the activity is sent to the parent

Parent receives an alert for low participation

Given the parent has set a preference to receive alerts for low participation, when the child's participation rate falls below a certain threshold, then an alert is sent to the parent

Parent receives an alert for significant improvement in grades

Given the parent has set a preference to receive alerts for significant improvement in grades, when the child's grade improves by a certain percentage, then an alert is sent to the parent

Recommended Learning Modules

User Story: As an administrator, I want a feature that recommends learning modules for students based on their performance and identified areas of improvement, so that I can ensure targeted remedial support and improve overall student outcomes.
Description: The recommended learning modules requirement is to develop a feature that recommends specific learning modules to students based on their performance and identified areas of improvement. The feature should analyze student performance data and identify gaps in knowledge or skills. It should then recommend appropriate learning modules or supplementary resources that target these areas of improvement. The recommended learning modules should align with the student's learning goals, curriculum, and instructional objectives. Administrators can access and manage the recommended learning modules to ensure students receive targeted remedial support. By offering recommended learning modules, EduBridge promotes personalized learning, addresses individual student needs, and enhances overall student outcomes.
Acceptance Criteria: Students with poor performance in mathematics

Given a student with poor performance in mathematics, when the recommendation feature is triggered, then the system should recommend learning modules that target mathematics concepts and skills.

Students with identified gaps in English language proficiency

Given a student with identified gaps in English language proficiency, when the recommendation feature is triggered, then the system should recommend learning modules that focus on improving English language skills.

Students with low comprehension skills in science subjects

Given a student with low comprehension skills in science subjects, when the recommendation feature is triggered, then the system should recommend learning modules that help enhance comprehension and understanding of science concepts.

Administrators managing recommended learning modules

Given an administrator managing recommended learning modules, when new learning modules are added or existing ones are updated, then the system should update the recommendations accordingly.

Students with diverse learning goals

Given students with diverse learning goals, when the recommendation feature is triggered, then the system should recommend learning modules that align with each student's specific learning goals.

Adaptive Learning Paths

EduBridge employs advanced AI algorithms to create adaptive learning paths for each student. These personalized learning paths dynamically adjust based on the student's performance, goals, and individual learning style. By tailoring the content and activities to the specific needs of each student, EduBridge ensures maximum engagement and knowledge retention. This feature allows students to progress at their own pace, providing additional support and resources when needed. It also enables educators to monitor and track each student's progress, identifying areas of strength and areas that require improvement.

Requirements

Adaptive Learning Path Customization

User Story: As an educator, I want to be able to customize the adaptive learning paths for my students so that I can tailor the content to match the specific needs and goals of each student.
Description: The adaptive learning paths feature should allow educators to customize the content and activities that students encounter based on their individual needs and goals. Educators should have the ability to select specific topics or skills to focus on, assign additional resources or assignments, and set personalized milestones or benchmarks. This customization empowers educators to provide targeted instruction and support to each student, ensuring that they are receiving the most relevant and effective learning experience. Additionally, the ability to customize the learning paths enables educators to align the curriculum with specific standards or learning objectives, making it easier to track and assess student progress.
Acceptance Criteria: Educator selects specific topics to focus on

Given an educator has access to the adaptive learning path customization feature, when the educator selects specific topics to focus on for a student, then the learning path will be adjusted to include content and activities related to those topics only.

Educator assigns additional resources or assignments

Given an educator has access to the adaptive learning path customization feature, when the educator assigns additional resources or assignments to a student, then the student's learning path will be updated to include the assigned resources or assignments.

Educator sets personalized milestones or benchmarks

Given an educator has access to the adaptive learning path customization feature, when the educator sets personalized milestones or benchmarks for a student, then the student's learning path will be adjusted to include specific goals or checkpoints to track their progress.

Educator aligns the learning path with specific standards or learning objectives

Given an educator has access to the adaptive learning path customization feature, when the educator aligns the learning path with specific standards or learning objectives, then the content and activities in the learning path will be mapped to those standards or objectives.

Changes in customized learning paths reflect in student's progress tracking

Given an educator has customized a student's learning path, when the student progresses through the customized path, then their progress should be accurately tracked and reflected in the educator's tracking system.

Adaptive Learning Path Recommendations

User Story: As a student, I want to receive personalized recommendations for my adaptive learning path so that I can easily access relevant and engaging content that matches my learning preferences.
Description: The adaptive learning paths feature should include a recommendation system that suggests additional content, resources, or activities based on the student's preferences, performance, and goals. These recommendations can be based on the student's past interactions with the platform, their performance on assessments, or their stated interests. By receiving personalized recommendations, students are more likely to stay engaged and motivated, as they are accessing content that matches their learning style and interests. The recommendation system can also help students discover new topics or areas of interest, encouraging a broader and more well-rounded learning experience.
Acceptance Criteria: Recommended content based on past interactions

Given that a student has previously interacted with the platform, when they access their adaptive learning path, then they should receive personalized recommendations for additional content based on their past interactions.

Recommended content based on performance

Given that a student has completed assessments, when they access their adaptive learning path, then they should receive personalized recommendations for additional content based on their performance on the assessments.

Recommended content based on stated interests

Given that a student has provided their interests, when they access their adaptive learning path, then they should receive personalized recommendations for additional content based on their stated interests.

Discovering new topics

Given that a student is exploring their adaptive learning path, when they access their recommendations, then they should receive suggestions for new topics or areas of interest that they have not explored before.

Real-Time Progress Monitoring

User Story: As a parent, I want to be able to monitor my child's progress in their adaptive learning path in real-time so that I can stay updated on their performance and provide additional support when needed.
Description: The adaptive learning paths feature should provide a real-time progress monitoring system that allows parents to track their child's performance, engagement, and progress within the learning path. This can include information such as completion rates, time spent on different activities, and performance on assessments or quizzes. By having access to this information in real-time, parents can identify areas where their child may be struggling and offer additional support or resources. This can enhance parental involvement in their child's education and provide a more holistic view of their learning journey.
Acceptance Criteria: Parent can view their child's overall progress in the adaptive learning path

Given a parent is logged into the EduBridge platform, when they navigate to the progress monitoring section, then they should be able to see an overview of their child's progress, including completion rates and overall performance.

Parent can track their child's engagement in different activities within the learning path

Given a parent is logged into the EduBridge platform, when they access the progress monitoring section, then they should be able to view the time spent by their child on different activities, such as watching videos, completing exercises, and taking quizzes.

Parent can assess their child's performance on assessments or quizzes

Given a parent is logged into the EduBridge platform, when they navigate to the progress monitoring section, then they should be able to see their child's performance on assessments or quizzes, including the score achieved and any areas where their child may require additional practice.

Parent can receive real-time updates on their child's progress

Given a parent is logged into the EduBridge platform, when their child completes an activity or assessment, then the progress monitoring section should update in real-time to reflect the completion and the associated progress made.

Parent can view historical progress data of their child

Given a parent is logged into the EduBridge platform, when they access the progress monitoring section, then they should be able to view historical data of their child's progress, allowing them to track improvement over time.

Adaptive Learning Path Analytics

User Story: As an administrator, I want access to analytics and insights on the adaptive learning paths to track the overall performance and effectiveness of the feature.
Description: The adaptive learning paths feature should include analytics and reporting capabilities for administrators to track and measure the overall performance and effectiveness of the feature. This can include metrics such as student engagement, completion rates, performance improvements, and user feedback. These analytics can help administrators identify trends, patterns, and areas of improvement to further enhance the adaptive learning experience. Additionally, the data collected through the analytics can be used to inform decision-making, curriculum development, and resource allocation strategies.
Acceptance Criteria: Admin can view overall student engagement

Given that I am an administrator, when I access the adaptive learning path analytics, then I should be able to view the overall student engagement metrics.

Admin can track completion rates

Given that I am an administrator, when I access the adaptive learning path analytics, then I should be able to track the completion rates of students in their adaptive learning paths.

Admin can measure performance improvements

Given that I am an administrator, when I access the adaptive learning path analytics, then I should be able to measure the performance improvements of students over time.

Admin can analyze user feedback

Given that I am an administrator, when I access the adaptive learning path analytics, then I should be able to analyze the user feedback provided by students.

Admin can identify trends and patterns

Given that I am an administrator, when I access the adaptive learning path analytics, then I should be able to identify trends and patterns in student performance and engagement.

Admin can make data-informed decisions

Given that I am an administrator, when I access the adaptive learning path analytics, then I should be able to use the data to make informed decisions related to curriculum development and resource allocation.

Adaptive Learning Path Gamification

User Story: As a student, I want the adaptive learning paths to incorporate gamification elements so that I can have a more interactive and enjoyable learning experience.
Description: The adaptive learning paths feature should incorporate gamification elements such as badges, points, leaderboards, and rewards to enhance the overall learning experience. By gamifying the learning process, students are more likely to stay engaged, motivated, and competitive. The gamification elements can be used to track progress, incentivize completion of activities or milestones, and provide a sense of achievement. This gamified approach can help create a more immersive and enjoyable learning environment, making the adaptive learning paths more effective and appealing to students.
Acceptance Criteria: Students earn badges for completing learning milestones

Given a student completes a learning milestone When they finish the required activities and assessments Then they earn a badge

Students receive points for their achievements

Given a student achieves a certain milestone or completes a task When they accomplish the specified criteria Then they receive points

Leaderboards display students' progress and rankings

Given a group of students When their progress is measured and compared with each other Then a leaderboard is displayed showcasing their rankings

Rewards are given to top-performing students

Given a leaderboard ranking is determined When the top-performing students are identified Then they receive rewards or recognition

Students can track their progress and achievements

Given a student's learning activities and milestones When they want to review their progress and achievements Then they can view a personalized progress tracker

Collaborative Learning Spaces

EduBridge provides collaborative learning spaces where students can work together on projects, assignments, and group discussions. These virtual spaces facilitate seamless collaboration, enabling students from different locations to connect and work together in real-time. The platform offers features such as shared whiteboards, document sharing, and video conferencing, allowing students to actively participate in group activities and learn from each other. Collaborative learning spaces foster teamwork, critical thinking, and communication skills, preparing students for the collaborative work environments they will encounter in the future.

Requirements

Real-Time Collaboration

User Story: As a student, I want to collaborate with my classmates in real-time so that we can work together efficiently and effectively.
Description: This requirement is to provide real-time collaboration capabilities in the Collaborative Learning Spaces of EduBridge. Users should be able to collaborate with their classmates seamlessly, working together on projects, assignments, and group discussions in real-time. This feature should enable students to communicate, share ideas, and make changes simultaneously, fostering a collaborative learning environment. Real-time collaboration helps students to work efficiently and effectively as a team, promoting engagement, critical thinking, and problem-solving skills.
Acceptance Criteria: Multiple users should be able to edit a shared document simultaneously.

Given that multiple users are in a collaborative learning space and a document is shared, when each user makes edits to the document, then the changes should be reflected in real-time for all users.

Users should be able to see each other's cursors in real-time when editing a shared document.

Given that multiple users are in a collaborative learning space editing a shared document, when each user moves their cursor, then all other users should be able to see the cursor movement in real-time.

Users should be able to have synchronous audio and video communication while collaborating.

Given that multiple users are in a collaborative learning space, when they initiate a video conference, then all users should be able to see and hear each other in real-time.

Users should be able to chat with each other in real-time within the collaborative learning space.

Given that multiple users are in a collaborative learning space, when they send chat messages, then all users should be able to see the messages in real-time.

Changes made by one user should be immediately visible to all other users in the collaborative learning space.

Given that multiple users are in a collaborative learning space, when a user makes changes to a shared document, then those changes should be immediately visible to all other users in real-time.

Users should be able to see a real-time presence status of other users in the collaborative learning space.

Given that multiple users are in a collaborative learning space, when a user is online and active, then their presence status should be displayed as such in real-time for all other users.

File Sharing

User Story: As a student, I want to easily share files with my classmates in the Collaborative Learning Spaces so that we can collaborate on assignments and projects.
Description: This requirement is to enable file sharing in the Collaborative Learning Spaces of EduBridge. Users should be able to upload, download, and share files with their classmates within the collaborative space. This feature should support various file formats and provide an intuitive and user-friendly interface for managing shared files. File sharing facilitates seamless collaboration on assignments and projects, allowing students to easily exchange resources, provide feedback, and co-create content.
Acceptance Criteria: Uploading a file

Given that I am in a Collaborative Learning Space, when I select a file to upload, then the file should be successfully uploaded and visible to all the students in the space.

Downloading a file

Given that I am in a Collaborative Learning Space, when I click on the download button for a file, then the file should be downloaded to my device.

Sharing a file

Given that I am in a Collaborative Learning Space, when I select a file to share with my classmates, then the file should be accessible to them for viewing and downloading.

Managing shared files

Given that I am in a Collaborative Learning Space, when I am the owner of a shared file, then I should be able to edit, delete, and update the file as needed.

Supported file formats

Given that I am in a Collaborative Learning Space, when I try to upload a file, then the platform should support a wide range of file formats including documents, images, videos, and audio files.

Shared Whiteboard

User Story: As a student, I want to have a shared whiteboard in the Collaborative Learning Spaces so that we can brainstorm ideas, solve problems, and visualize concepts together.
Description: This requirement is to provide a shared whiteboard feature in the Collaborative Learning Spaces of EduBridge. Users should be able to access a virtual whiteboard where they can draw, write, and annotate collaboratively in real-time. The shared whiteboard should support various tools such as pens, shapes, text boxes, and colors, allowing students to brainstorm ideas, solve problems, and visualize concepts together. The shared whiteboard enhances collaboration by providing a visual and interactive platform for students to express their ideas, collaborate on visual tasks, and engage in creative thinking.
Acceptance Criteria: User opens the shared whiteboard

Given that the user is in a Collaborative Learning Space, when the user opens the shared whiteboard, then the shared whiteboard should be displayed.

User can draw on the shared whiteboard

Given that the user is in a Collaborative Learning Space and the shared whiteboard is displayed, when the user selects a drawing tool and makes a stroke on the whiteboard, then the stroke should appear on the whiteboard for all participants.

User can write text on the shared whiteboard

Given that the user is in a Collaborative Learning Space and the shared whiteboard is displayed, when the user selects a text tool, enters text, and places it on the whiteboard, then the text should be visible on the whiteboard for all participants.

User can add shapes to the shared whiteboard

Given that the user is in a Collaborative Learning Space and the shared whiteboard is displayed, when the user selects a shape tool, draws a shape, and places it on the whiteboard, then the shape should be visible on the whiteboard for all participants.

User can erase drawings, text, and shapes from the shared whiteboard

Given that the user is in a Collaborative Learning Space and the shared whiteboard is displayed, when the user selects an eraser tool and erases a drawing, text, or shape from the whiteboard, then the erased element should be removed for all participants.

User can undo and redo actions on the shared whiteboard

Given that the user is in a Collaborative Learning Space and the shared whiteboard is displayed, when the user performs an action on the whiteboard, then the user should be able to undo and redo the action, with the changes applied for all participants.

User can adjust the size and color of drawing tools on the shared whiteboard

Given that the user is in a Collaborative Learning Space and the shared whiteboard is displayed, when the user selects a drawing tool, then the user should be able to adjust the size and color of the tool, with the changes applied for all participants.

User can collaborate in real-time on the shared whiteboard

Given that multiple users are in a Collaborative Learning Space and the shared whiteboard is displayed, when one user makes a change on the whiteboard, then the change should be immediately visible to all other participants.

User can save and load the contents of the shared whiteboard

Given that the user is in a Collaborative Learning Space and the shared whiteboard is displayed, when the user selects the save option, then the current contents of the whiteboard should be saved. When the user selects the load option, then the previously saved contents should be loaded onto the whiteboard for all participants.

Video Conferencing

User Story: As a student, I want to have video conferencing capabilities in the Collaborative Learning Spaces so that we can have synchronous discussions and face-to-face interactions.
Description: This requirement is to enable video conferencing in the Collaborative Learning Spaces of EduBridge. Users should be able to initiate and join video conferences with their classmates within the collaborative space. The video conferencing feature should support high-quality audio and video, screen sharing, chat, and other interactive features. Video conferencing facilitates synchronous discussions, allowing students to see and hear each other, ask questions, and have face-to-face interactions. This enhances the sense of presence and fosters a more authentic and engaging collaborative learning experience.
Acceptance Criteria: User initiates a video conference from the Collaborative Learning Space

Given that the user is in the Collaborative Learning Space, when the user clicks on the 'Start Video Conference' button, then a new video conference session is created and the user is connected to the conference.

User joins a video conference in the Collaborative Learning Space

Given that the user is in the Collaborative Learning Space, when the user receives an invitation to join a video conference, then the user can click on the invitation link to join the conference and is connected to the conference.

User accesses video and audio controls during a video conference

Given that the user is in a video conference within the Collaborative Learning Space, when the user hovers over the video conference window, then controls for video, audio, screen sharing, and chat are displayed for the user to interact with.

User mutes their microphone during a video conference

Given that the user is in a video conference within the Collaborative Learning Space and the user's microphone is enabled, when the user clicks on the 'Mute' button, then the user's microphone is muted and no audio is transmitted from the user.

User unmutes their microphone during a video conference

Given that the user is in a video conference within the Collaborative Learning Space and the user's microphone is muted, when the user clicks on the 'Unmute' button, then the user's microphone is unmuted and audio is transmitted from the user.

Task Management

User Story: As a student, I want to have a task management system in the Collaborative Learning Spaces so that we can track and manage our group assignments and projects.
Description: This requirement is to provide a task management system in the Collaborative Learning Spaces of EduBridge. Users should be able to create, assign, and track tasks within the collaborative space. The task management system should support features such as task assignment, due dates, priority levels, status tracking, and notifications. Students should be able to view their assigned tasks, update task progress, and receive notifications for upcoming deadlines. The task management system helps students to stay organized, track their responsibilities, and collaborate effectively on group assignments and projects.
Acceptance Criteria: Creating a new task

Given a user is in the Collaborative Learning Space, when they create a new task with a title, description, due date, and assignee, then the task should be successfully created and visible to the assignee.

Updating task progress

Given a user is in the Collaborative Learning Space, when they update the progress of a task by marking it as in progress, completed, or on hold, then the task progress should be successfully updated and reflected in the task details.

Assigning a task to a user

Given a user is in the Collaborative Learning Space, when they assign a task to another user, then the task should be successfully assigned to the specified user and they should receive a notification about the assigned task.

Viewing assigned tasks

Given a user is in the Collaborative Learning Space, when they navigate to the task management section, they should be able to view all tasks assigned to them, including the task title, description, due date, and assignee.

Setting task priority

Given a user is in the Collaborative Learning Space, when they set the priority level of a task as high, medium, or low, then the task priority should be successfully set and visible in the task details.

Intelligent Assessments

EduBridge's intelligent assessment feature leverages AI technology to provide accurate and timely evaluations of student performance. The platform generates customized quizzes and tests based on the student's learning progress and individual needs. It analyzes the student's responses to provide immediate feedback and targeted recommendations for improvement. Intelligent assessments not only save time for educators but also enable them to gain actionable insights into each student's strengths and areas for development. This feature empowers educators to provide tailored support and interventions, enhancing student learning outcomes.

Requirements

Customizable Assessment Templates

User Story: As an educator, I want to be able to create and customize assessment templates so that I can tailor the assessments to meet the specific needs of my students.
Description: The Intelligent Assessments feature of EduBridge should allow educators to create and customize assessment templates. This includes being able to define the number and types of questions, set the difficulty level, and specify the learning objectives that the assessment covers. This flexibility allows educators to design assessments that align with their curriculum and instructional goals. Additionally, educators should be able to save and reuse assessment templates for future use, saving time and effort in creating assessments from scratch. Customizable assessment templates empower educators to create assessments that effectively assess student learning and provide valuable insights for instructional planning and intervention.
Acceptance Criteria: Create a new assessment template

Given that I am an educator, when I create a new assessment template, then the template should be saved in the system.

Specify the number of questions in the assessment template

Given that I am an educator creating an assessment template, when I specify the number of questions, then the template should have the specified number of questions.

Specify the types of questions in the assessment template

Given that I am an educator creating an assessment template, when I specify the types of questions, then the template should have the specified types of questions.

Set the difficulty level of the assessment template

Given that I am an educator creating an assessment template, when I set the difficulty level, then the template should have the specified difficulty level.

Specify the learning objectives covered by the assessment template

Given that I am an educator creating an assessment template, when I specify the learning objectives, then the template should cover the specified learning objectives.

Save the assessment template for future use

Given that I am an educator creating an assessment template, when I save the template, then it should be available for future use.

Adaptive Assessment Algorithm

User Story: As a student, I want the assessment to adapt to my learning level so that I can be challenged at an appropriate level and optimize my learning experience.
Description: The Intelligent Assessments feature of EduBridge should incorporate an adaptive assessment algorithm that adjusts the difficulty level of the questions based on the student's performance. This algorithm should analyze the student's previous responses and determine the appropriate level of challenge for each question. By adapting the assessment to the student's learning level, it ensures that the student is neither overwhelmed by questions that are too difficult nor bored by questions that are too easy. The adaptive assessment algorithm promotes personalized learning and engagement, maximizing the student's learning experience and optimizing knowledge retention.
Acceptance Criteria: Adaptive assessment provides questions at an appropriate difficulty level

Given a student's performance level, when the adaptive assessment algorithm selects questions, then the questions should be neither too easy nor too difficult for the student.

Adaptive assessment adjusts difficulty level based on student's previous responses

Given a student's previous responses to assessment questions, when the adaptive assessment algorithm selects the next question, then it should adjust the difficulty level based on the student's performance.

Adaptive assessment promotes personalized learning

Given multiple students with different learning levels, when they take the adaptive assessment, then the questions should be tailored to each student's learning level and provide a personalized learning experience.

Adaptive assessment engages students

Given an adaptive assessment, when students take the assessment, then they should be appropriately challenged and engaged throughout the assessment.

Adaptive assessment maximizes knowledge retention

Given an adaptive assessment, when students take the assessment, then it should optimize knowledge retention by providing questions at an appropriate difficulty level.

Real-Time Feedback

User Story: As a student, I want to receive immediate feedback on my assessments so that I can understand my strengths and areas for improvement.
Description: The Intelligent Assessments feature of EduBridge should provide real-time feedback to students after completing an assessment. This feedback should include a summary of their performance, highlighting their strengths and areas for improvement. It should also provide specific feedback on individual questions, explaining the correct answer and pointing out any misconceptions or errors in their responses. Real-time feedback enables students to reflect on their performance, identify their learning gaps, and take immediate actions to improve their understanding. It also promotes self-directed learning and empowers students to be actively engaged in their own learning journey.
Acceptance Criteria: Student completes an assessment

Given a student completes an assessment, when the assessment is submitted, then the student should receive immediate feedback.

Summary of performance

Given a student completes an assessment, when the assessment is submitted, then the student should receive a summary of their performance.

Highlighting strengths and areas for improvement

Given a student completes an assessment, when the assessment is submitted, then the student should receive feedback that highlights their strengths and areas for improvement.

Specific feedback on individual questions

Given a student completes an assessment, when the assessment is submitted, then the student should receive specific feedback on each individual question.

Explanation of correct answers

Given a student receives feedback on individual questions, when a question is incorrect, then the student should receive an explanation of the correct answer.

Identification of misconceptions or errors

Given a student receives feedback on individual questions, when a question is incorrect, then the student should be informed of any misconceptions or errors in their response.

Promotion of reflection and self-directed learning

Given a student receives feedback, when reviewing their performance, then the feedback should promote reflection and encourage self-directed learning.

Empowerment for immediate actions

Given a student receives feedback, when identifying areas for improvement, then the feedback should empower the student to take immediate actions to improve their understanding.

Data-Driven Recommendations

User Story: As an educator, I want data-driven recommendations on intervention strategies so that I can provide targeted support to students who are struggling.
Description: The Intelligent Assessments feature of EduBridge should provide educators with data-driven recommendations on intervention strategies for students who are struggling. The platform should analyze assessment results, identify students who are below proficiency or at risk, and suggest specific resources, activities, or interventions that can support their learning needs. These recommendations should be based on the student's performance, learning gaps, and individual learning preferences. Data-driven recommendations enable educators to implement targeted and effective interventions, helping students overcome their challenges and achieve better learning outcomes. It also streamlines the intervention planning process and ensures that resources and support are allocated where they are most needed.
Acceptance Criteria: Providing recommendations for students below proficiency

Given a student's assessment results show performance below proficiency, when the educator requests recommendations, then the system should generate a list of intervention strategies specific to the student's areas of weakness.

Tailoring recommendations based on learning gaps

Given a student's assessment results show specific learning gaps, when the educator requests recommendations, then the system should generate targeted intervention strategies addressing those specific learning gaps.

Considering individual learning preferences for recommendations

Given a student's assessment results and identified learning preferences, when the educator requests recommendations, then the system should provide intervention strategies that align with the student's preferred learning styles or methods.

Prioritizing recommendations for students at higher risk

Given a student's assessment results indicate a higher risk level, when the educator requests recommendations, then the system should prioritize intervention strategies for those students to ensure timely support and intervention.

Offering a variety of recommended resources and activities

Given the educator requests recommendations, then the system should provide a diverse range of resources, activities, and interventions that address different learning needs and preferences.

Providing clear instructions for implementing intervention strategies

Given the educator selects a specific intervention strategy, when viewing the recommendation details, then the system should provide clear instructions on how to implement the strategy and support the student's learning.

Integration with Learning Management System

User Story: As an educator, I want the Intelligent Assessments feature to integrate seamlessly with the existing Learning Management System (LMS) so that I can easily assign assessments to my students and access assessment data within the LMS.
Description: The Intelligent Assessments feature of EduBridge should seamlessly integrate with the school's existing Learning Management System (LMS). This integration should allow educators to easily assign assessments to their students within the LMS, track assessment completion, and access assessment data and reports within the LMS interface. By integrating with the LMS, educators can streamline their workflow and have a centralized platform for managing assessments and analyzing student performance. It also eliminates the need for manual data entry and ensures that assessment data is securely stored and easily accessible.
Acceptance Criteria: Integration with LMS allows educators to assign assessments

Given an educator is logged into the LMS, when they navigate to the Intelligent Assessments feature, then they should be able to assign assessments to their students.

Integration with LMS allows educators to track assessment completion

Given an educator has assigned an assessment to their students through the LMS, when the students complete the assessment, then the LMS should track and display the completion status for each student.

Integration with LMS allows educators to access assessment data

Given an educator is logged into the LMS, when they access the Intelligent Assessments feature, then they should be able to view assessment data and reports for their students.

Integration with LMS eliminates the need for manual data entry

Given an educator has integrated EduBridge's Intelligent Assessments with the LMS, when assessments are completed by students, then the assessment data should automatically sync and populate in the LMS without requiring manual data entry.

Integration with LMS ensures secure storage of assessment data

Given an educator has integrated EduBridge's Intelligent Assessments with the LMS, when assessment data is transmitted between the systems, then it should be securely encrypted and stored following the security protocols of the LMS.

Interactive Multimedia Content

EduBridge offers a vast library of interactive multimedia content that complements the curriculum and enhances student engagement. This content includes videos, simulations, animations, and interactive learning modules that bring complex concepts to life. Students can interact with the content, manipulate objects, conduct virtual experiments, and solve interactive problems. The multimedia content is designed to cater to different learning styles and preferences, ensuring a comprehensive and engaging learning experience. This feature enables students to grasp difficult concepts easily and reinforces their understanding through interactive exploration.

Requirements

Advanced Search and Filter

User Story: As a student, I want to be able to search and filter the interactive multimedia content so that I can easily find the relevant content for my studies.
Description: This requirement aims to enhance the usability of the interactive multimedia content by providing advanced search and filter options. Students often need to search for specific topics or keywords within the content library. By implementing an advanced search and filter functionality, students can easily find the relevant interactive multimedia content based on their specific needs. The search feature allows students to enter keywords or phrases and retrieve a list of matching content items. The filter feature enables students to refine the search results based on various criteria such as subject, grade level, format, and duration. This functionality improves the efficiency and effectiveness of content discovery, allowing students to quickly access the interactive multimedia content that aligns with their studies and learning objectives.
Acceptance Criteria: Search by keyword

Given that I am on the interactive multimedia content page, when I enter a keyword in the search bar and click the search button, then the system should display a list of interactive multimedia content items that match the keyword.

Filter by subject

Given that I am on the interactive multimedia content page, when I select a subject from the filter options and click the apply filter button, then the system should display a list of interactive multimedia content items that belong to the selected subject.

Filter by grade level

Given that I am on the interactive multimedia content page, when I select a grade level from the filter options and click the apply filter button, then the system should display a list of interactive multimedia content items that are suitable for the selected grade level.

Filter by format

Given that I am on the interactive multimedia content page, when I select a format from the filter options and click the apply filter button, then the system should display a list of interactive multimedia content items that are in the selected format.

Filter by duration

Given that I am on the interactive multimedia content page, when I select a duration range from the filter options and click the apply filter button, then the system should display a list of interactive multimedia content items that have a duration within the selected range.

Bookmark and Save Content

User Story: As a student, I want to be able to bookmark and save the interactive multimedia content so that I can easily access it later.
Description: This requirement aims to provide a bookmark and save feature for the interactive multimedia content. Students often come across valuable content during their studies and may want to revisit it later. By allowing students to bookmark and save specific interactive multimedia content items, they can easily access them at a later time without the need to search for them again. The bookmark feature allows students to mark specific content items as favorites and store them in a personalized list for quick access. The save feature enables students to save content items to their personal account or device for offline viewing. This functionality enhances the user experience by providing convenient access to previously viewed or important interactive multimedia content, increasing efficiency and supporting personalized learning journeys.
Acceptance Criteria: Bookmarking a content item

Given a student is viewing an interactive multimedia content item, when the student clicks the bookmark button, then the content item is added to the student's bookmark list.

Saving a content item for offline viewing

Given a student is viewing an interactive multimedia content item, when the student selects the save option, then the content item is saved to the student's personal account or device for offline viewing.

Accessing bookmarked content

Given a student has bookmarked interactive multimedia content items, when the student navigates to the bookmark section, then the student can view and access their bookmarked content items.

Removing a bookmarked content item

Given a student has bookmarked interactive multimedia content items, when the student selects the remove option for a specific content item, then the content item is removed from the student's bookmark list.

Managing saved content

Given a student has saved interactive multimedia content items for offline viewing, when the student navigates to the saved content section, then the student can manage and delete their saved content items.

Syncing bookmarks and saved content

Given a student bookmarks or saves content on one device, when the student accesses EduBridge from another device, then the bookmarked and saved content should be synced between the devices.

Annotation and Note-Taking

User Story: As a student, I want to be able to annotate and take notes on the interactive multimedia content so that I can capture important information and review it later.
Description: This requirement aims to enable students to annotate and take notes on the interactive multimedia content. While engaging with the content, students may come across key points, insights, or connections that they want to capture for future reference or review. By providing annotation and note-taking capabilities, students can interactively mark specific moments or sections of the interactive multimedia content and add annotations or text notes. These annotations and notes can be saved, organized, and easily accessed by the student for later review. This functionality supports active learning and knowledge retention by allowing students to actively engage with the content, make connections, and personalize their learning experience. Students can refer back to their annotations and notes to reinforce understanding, revise concepts, and prepare for assessments or discussions.
Acceptance Criteria: Annotating specific moments in the interactive multimedia content

Given a specific moment in the interactive multimedia content, when a student interacts with the annotation tool, then the student should be able to place annotations at the desired moment.

Taking text notes on the interactive multimedia content

Given an interactive multimedia content, when a student interacts with the note-taking feature, then the student should be able to add text notes on the content.

Saving and organizing annotations and notes

Given annotations and notes made by the student, when the student saves the annotations and notes, then the annotations and notes should be stored and organized for easy retrieval and review.

Accessing and reviewing annotations and notes

Given previously made annotations and notes, when the student wants to review them, then the student should be able to access and view the annotations and notes easily.

Editing and deleting annotations and notes

Given existing annotations and notes, when the student wants to edit or delete them, then the student should have the ability to modify or remove the annotations and notes.

Interactive Quizzes and Assessments

User Story: As a teacher, I want to be able to create interactive quizzes and assessments within the interactive multimedia content so that I can assess students' understanding and engage them in active learning.
Description: This requirement aims to provide the ability for teachers to create interactive quizzes and assessments within the interactive multimedia content. Quizzes and assessments are valuable tools for assessing students' understanding, reinforcing learning, and promoting active engagement. By integrating interactive quizzes and assessments directly into the multimedia content, teachers can facilitate seamless and immersive learning experiences. Teachers can create various types of questions, such as multiple-choice, drag-and-drop, and fill-in-the-blank, at specific points or intervals within the content. Students can then interact with the content and respond to the questions, receiving immediate feedback or explanations. This feature enhances student engagement, promotes self-assessment, and provides valuable insights to the teachers about students' learning progress and areas for improvement.
Acceptance Criteria: Teacher can create and save interactive quizzes within the multimedia content

Given that the teacher is logged in and has access to the interactive multimedia content, when the teacher creates a new quiz, then the quiz is saved and associated with the multimedia content.

Teacher can add various types of questions to the quiz

Given that the teacher is creating or editing a quiz, when the teacher adds a question to the quiz, then the question is successfully added and displayed in the quiz.

Teacher can specify the correct answer for each question

Given that the teacher is creating or editing a quiz, when the teacher selects the correct answer for a question, then the selected answer is marked as the correct answer for the question.

Teacher can customize the appearance and layout of the quiz

Given that the teacher is creating or editing a quiz, when the teacher customizes the appearance and layout settings, then the quiz is displayed with the specified appearance and layout.

Teacher can set time limits for completing the quiz

Given that the teacher is creating or editing a quiz, when the teacher sets a time limit for the quiz, then the quiz is displayed with the specified time limit and the timer starts counting down when the quiz is started.

Teacher can preview the quiz before assigning it to students

Given that the teacher is creating or editing a quiz, when the teacher clicks on the preview button, then a preview of the quiz is displayed showing how it will appear to students.

Teacher can assign the quiz to a specific group of students

Given that the teacher is creating or editing a quiz, when the teacher selects a specific group of students to assign the quiz to, then the quiz is assigned only to the selected group of students.

Teacher can track and view the results of the quiz

Given that the teacher has assigned a quiz to students, when the students complete the quiz, then the teacher can track and view the results of the quiz, including the overall scores and individual responses.

Teacher can provide feedback or explanations for each question

Given that the teacher is creating or editing a quiz, when the teacher provides feedback or explanations for each question, then the feedback or explanations are displayed to the students after they submit their answers.

Teacher can edit or modify the quiz after it has been assigned

Given that the teacher has assigned a quiz to students, when the teacher needs to edit or modify the quiz, then the teacher can make changes to the quiz without affecting the answers or progress of the students who have already started or completed the quiz.

Content Recommendation Based on Learning Style

User Story: As a student, I want to receive content recommendations based on my learning style so that I can access interactive multimedia content that suits my preferences and enhances my learning experience.
Description: This requirement aims to personalize the interactive multimedia content recommendations based on the students' learning style. Every student has different learning preferences, such as visual, auditory, or kinesthetic. By considering and incorporating the students' learning style into the content recommendation engine, EduBridge can provide tailored suggestions that align with the students' individual preferences and optimize their learning experience. The system can analyze the students' interactions, engagement patterns, and feedback to infer their learning style and recommend interactive multimedia content that suits their preferences. This feature enhances content personalization, improves student engagement, and supports differentiated instruction. Students feel more motivated and connected to their learning journey when they have access to interactive multimedia content that matches their learning style and preferences.
Acceptance Criteria: Recommendation based on visual learning style

Given a student with a visual learning style, when the content recommendation engine analyzes their learning style, then it should provide interactive multimedia content that is visually engaging and supports visual learning.

Recommendation based on auditory learning style

Given a student with an auditory learning style, when the content recommendation engine analyzes their learning style, then it should provide interactive multimedia content that includes audio elements, such as narrations, explanations, and sound effects.

Recommendation based on kinesthetic learning style

Given a student with a kinesthetic learning style, when the content recommendation engine analyzes their learning style, then it should provide interactive multimedia content that allows hands-on interaction, virtual experiments, and physical simulations.

Content personalization based on learning style

Given a student with a specific learning style, when they interact with the multimedia content, then the system should adapt and recommend similar interactive content that aligns with their preferred learning style.

Incorporating student feedback into recommendations

Given a student's feedback on the recommended multimedia content, when the system receives the feedback, then it should take into account the feedback to refine and improve future content recommendations.

Real-Time Collaboration with Educators

EduBridge enables real-time collaboration between students and educators, fostering meaningful interaction and support. Through features like instant messaging, virtual office hours, and video conferencing, students can seek guidance and clarification from educators whenever needed. Educators can provide personalized feedback, address individual challenges, and offer guidance in real-time. This feature promotes a sense of connectedness and support, enhancing the student-teacher relationship in the digital learning environment. Real-time collaboration with educators ensures that students receive timely assistance and have access to the support they need to succeed.

Requirements

Real-Time Messaging

User Story: As a student, I want to be able to send real-time messages to my educators so that I can seek guidance and clarification whenever needed.
Description: The Real-Time Messaging requirement enables students to send instant messages to their educators in real-time. This feature allows students to seek guidance, ask questions, and receive clarification from their educators whenever they need it. By providing a direct communication channel between students and educators, this requirement promotes timely and effective communication, fostering a supportive learning environment. Students can discuss their concerns, share their progress, and seek personalized feedback through this real-time messaging feature. This requirement enhances the student-educator interaction, enabling students to have immediate access to their educators and ensuring that they receive timely assistance and support.
Acceptance Criteria: Student sends a message to an educator

Given the student is logged into the EduBridge platform, when the student composes and sends a message to an educator, then the message should be successfully delivered to the educator.

Educator receives a message from a student

Given the educator is logged into the EduBridge platform, when the educator receives a message from a student, then the message should appear in the educator's message inbox.

Student receives a response from an educator

Given the student has sent a message to an educator, when the educator responds to the message, then the student should receive the response in their message inbox.

Message history is maintained

Given there is a conversation between a student and an educator, when new messages are exchanged between them, then the previous messages should be preserved and displayed in the message history.

Real-time notification for new messages

Given a student or educator is logged into the EduBridge platform, when a new message is received, then a real-time notification should be displayed to indicate the presence of a new message.

Virtual Office Hours

User Story: As a student, I want to have virtual office hours with my educators so that I can have dedicated time to discuss my progress and receive personalized guidance.
Description: The Virtual Office Hours requirement provides students with dedicated time slots to have one-on-one sessions with their educators. During these virtual office hours, students can discuss their progress, ask questions, and receive personalized guidance from their educators. This feature offers a structured and convenient way for students to connect with their educators and receive individualized support. Students can schedule appointments with their educators and have focused discussions on their challenges, goals, and learning objectives. The virtual office hours feature enhances the student-educator relationship, promotes personalized learning experiences, and ensures that students receive the attention and guidance they need to excel in their education.
Acceptance Criteria: Student schedules a virtual office hours appointment with an educator

Given a student and an available time slot for virtual office hours, when the student selects the desired time slot and submits the appointment request, then the appointment is successfully scheduled.

Educator receives a virtual office hours appointment request from a student

Given an educator and a virtual office hours appointment request from a student, when the educator receives the request and reviews the details, then the educator can accept or decline the appointment.

Student receives confirmation of their scheduled virtual office hours appointment

Given a student who has scheduled a virtual office hours appointment, when the appointment is accepted by the educator, then the student receives a confirmation email with the appointment details.

Student joins a virtual office hours session with an educator

Given a student who has a scheduled virtual office hours appointment, when the student clicks on the join link or accesses the virtual office hours platform, then the student is able to join the session and interact with the educator.

Educator provides personalized guidance and support during a virtual office hours session

Given an educator conducting a virtual office hours session with a student, when the student asks questions and seeks guidance, then the educator provides personalized support, addresses the student's queries, and offers recommendations or solutions.

Educator documents notes and action items from a virtual office hours session

Given an educator conducting a virtual office hours session with a student, when the session concludes, then the educator has the ability to document any important notes, action items, or follow-ups from the session for future reference.

Student receives summary or follow-up after a virtual office hours session

Given a student who has attended a virtual office hours session, when the session concludes, then the student receives a summary or follow-up email from the educator with key takeaways, action items, or additional resources discussed during the session.

Educator ends a virtual office hours session

Given an educator conducting a virtual office hours session with a student, when the session is complete or exceeds the scheduled time, then the educator has the ability to end the session and disconnect from the student.

Student provides feedback on a virtual office hours session

Given a student who has attended a virtual office hours session, when the session concludes, then the student has the option to provide feedback on their experience, the educator's support, and the overall usefulness of the session.

Video Conferencing

User Story: As an educator, I want to conduct video conferences with my students so that I can deliver interactive lectures and facilitate real-time discussions.
Description: The Video Conferencing requirement enables educators to conduct live video conferences with their students. This feature allows educators to deliver interactive lectures, facilitate real-time discussions, and engage with students in a virtual classroom setting. Educators can share their screens, present multimedia content, and use video conferencing tools to enhance the learning experience. Students can participate in discussions, ask questions, and receive immediate feedback during these video conferencing sessions. This requirement promotes active student engagement, collaborative learning, and real-time interaction between educators and students. By providing a virtual classroom environment, the video conferencing feature enhances the educational experience and enables educators to deliver dynamic and engaging lessons.
Acceptance Criteria: Educator can initiate a video conference with students

Given an educator and a group of students, when the educator initiates a video conference, then all students in the group can join the conference.

Educator can share their screen during a video conference

Given an ongoing video conference between an educator and students, when the educator chooses to share their screen, then the students can see the shared screen in real-time.

Educator can deliver interactive lectures during a video conference

Given an ongoing video conference between an educator and students, when the educator presents their lecture materials, then students can view and interact with the lecture materials.

Students can participate in real-time discussions during a video conference

Given an ongoing video conference between an educator and students, when a student raises their hand or sends a chat message, then the student is provided with an opportunity to actively participate in the discussion.

Educator can provide immediate feedback during a video conference

Given an ongoing video conference between an educator and students, when a student asks a question or shares their work, then the educator can provide immediate feedback, clarification, or guidance.

Video conference sessions are recorded for future reference

Given an ongoing video conference between an educator and students, when the session ends, then the video conference session is automatically recorded and saved for future reference.

Personalized Feedback

User Story: As an educator, I want to provide personalized feedback to students in real-time so that I can address their individual challenges and guide their learning progress.
Description: The Personalized Feedback requirement empowers educators to provide timely and personalized feedback to students. Through this feature, educators can review students' work, assess their understanding, and provide constructive feedback in real-time. Educators can offer guidance, address individual challenges, and provide recommendations for improvement. This requirement promotes continuous learning and growth by providing students with actionable feedback tailored to their specific needs. By offering personalized feedback in real-time, educators can support students' learning progress, help them overcome obstacles, and guide them towards achieving their learning goals. This feature strengthens the student-educator relationship and fosters a supportive learning environment.
Acceptance Criteria: Educator reviews student's assignment and provides feedback

Given a student has submitted an assignment, when the educator reviews the assignment, then the educator can provide specific and actionable feedback to the student.

Educator assesses student's understanding and provides guidance

Given a student has completed a quiz, when the educator assesses the quiz results, then the educator can provide personalized guidance to the student based on their performance.

Educator identifies student's weaknesses and offers recommendations

Given a student has completed a practice exercise, when the educator analyzes the student's performance, then the educator can identify areas of weakness and provide targeted recommendations for improvement.

Educator provides timely feedback during a virtual session

Given a student and educator are engaged in a video conference, when the student presents their work, then the educator can provide real-time feedback and engage in a constructive discussion.

Document Sharing

User Story: As a student, I want to be able to share documents with my educators in real-time so that I can receive feedback and collaborate on assignments.
Description: The Document Sharing requirement enables students to share documents with their educators in real-time. Students can upload assignments, projects, or any other relevant documents for their educators to review and provide feedback. This feature promotes collaboration and facilitates efficient communication between students and educators. Both parties can access the shared documents, add comments, make annotations, and engage in a constructive dialogue. By enabling real-time document sharing and collaboration, this requirement streamlines the feedback process, enhances the interactive learning experience, and encourages students to actively engage with their educators in the assignment and project development process.
Acceptance Criteria: Student uploads a document for the educator to review

Given a document is uploaded by the student, When the educator accesses the document, Then they should be able to view and provide feedback on the document.

Educator provides feedback on the shared document

Given an uploaded document by the student, When the educator adds comments or annotations on the document, Then the student should be able to see the feedback and engage in a dialogue with the educator.

Document version control

Given a document is shared and reviewed, When the student updates the document, Then educators should be able to see the latest version of the document.

Document access and permissions

Given a shared document, Educators should have read and write access to provide feedback, While students should have read access to view the feedback and comments.

Document sharing notification

Given a student shares a document with an educator, When the document is successfully shared, Then both the student and educator should receive a notification.

Press Articles

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Product Details

Personas

Sarah the School Administrator

Alicia the High School Teacher

Liam the College Student

Product Ideas

Product Features

Real-Time Progress Tracking

Requirements

Personalized Progress Dashboard

Class Performance Overview

Real-Time Notifications

Comparative Performance Analysis

Adaptive Content Recommendations

Requirements

Customizable Content Preferences

Implicit Learning Style Detection

Advanced Content Filtering

Real-Time Content Updates

Cross-Disciplinary Content Recommendations

Interactive Virtual Labs

Requirements

Virtual Lab Creation

Virtual Lab Simulation

Real-time Data Visualization

Collaborative Virtual Labs

Performance Tracking and Assessment

Real-time Teacher Support

Intelligent Assessment Automation

Requirements

Automated Grading and Feedback

Customizable Grading Criteria

Plagiarism Detection

Intelligent Feedback Generation

Analytics Dashboard

Collaborative Learning Spaces

Requirements

Real-time Chat Functionality

Discussion Forum Integration

Screen Sharing Capability

Version Control for Collaborative Projects

Integrated Video Conferencing

AI-Powered Adaptive Assessments

Requirements

Customizable Assessment Templates

Dynamic Question Difficulty

Real-time Feedback

Intelligent Recommendations for Remedial Support

Progress Tracking and Analytics

Collaborative Learning Spaces

Requirements

Virtual Study Group Creation

Discussion Forum Integration

Task Assignment and Management

Moderation and Content Control

Real-Time Collaboration Tools

Interactive Multimedia Content

Requirements

User-generated Content Upload

Multimedia Content Library

Interactive Quizzes and Assessments

Interactive Simulations and Virtual Labs

Gamified Activities and Challenges

Real-time Progress Tracking

Requirements

Real-Time Progress Dashboard

Student Progress Notifications

Individual Student Performance Reports

Class Performance Analytics

Parent Access to Real-Time Progress

Intelligent Content Recommender

Requirements

Intelligent Content Filtering

Personalized Content Recommendations

Integration with Learning Management System

Flexible Recommendation Algorithms

Real-Time Feedback Integration

Interactive Learning Path