MindQuest

Ahmad Dardook; Sayed Qutob

MindQuest

dc.contributor.author	Ahmad Dardook
dc.contributor.author	Sayed Qutob
dc.date.accessioned	2026-10-29T06:56:08Z
dc.date.issued	2026-01-27
dc.description	--
dc.description.abstract	MindQuest addressed a recognized deficiency in online learning systems, namely limited interactivity, which often leads to reduced student engagement and delayed formative feedback. The project involved the development of a full-stack prototype that integrates authored courses, animated instructional content, embedded quizzes, progress aggregation, and role-based workflows within a unified platform. The system combines a React-based frontend with a Node.js/Express backend, utilizing a relational database alongside document-based storage for event and activity data. JWT-based authentication was implemented to manage user access, and a third-party payment service was integrated to support gated content delivery. The implemented artifact demonstrates the feasibility of assembling these components into coherent learning flows and fulfills the primary engineering objectives of the project, including role-aware enrollment and access control, media-rich lesson delivery, assessment data capture, and derived progress reporting. The resulting system represents a reproducible engineering prototype accompanied by documented design decisions, substantiating a pragmatic approach to integrating interactivity and assessment within an educational platform
dc.description.sponsorship	--
dc.description.statementofresponsibility	Contemporary educational environments increasingly rely on online platforms for the delivery of curricular content and assessments. Despite their widespread adoption, many existing digital learning systems present instructional material in a predominantly static manner that fails to actively engage learners. This limited level of interactivity reduces student motivation and restricts opportunities for deeper cognitive processing, particularly in subjects that benefit from visualization and guided practice. As a result, learners may experience lower knowledge retention and reduced course completion rates when interacting with passive learning materials. Another significant limitation of current platforms is their insufficient responsiveness to individual learner progress. Educational content is commonly structured as fixed modules or linear lesson sequences, with minimal adaptation to a learner’s demonstrated level of understanding. This uniform delivery model may leave some students insufficiently challenged while overwhelming others, thereby undermining differentiated learning and slowing the efficient achievement of learning objectives. Effective learning relies heavily on timely and actionable feedback; however, many online systems provide feedback that is either limited in scope or delayed in delivery. Feedback mechanisms that depend on manual grading or infrequent automated assessments often fail to promptly highlight misconceptions or skill deficiencies. The absence of continuous formative feedback restricts learners’ ability to self-correct in real time and limits instructors’ capacity to identify and support at-risk students early in the learning process. From the instructor’s perspective, managing courses and learners at scale remains a complex and time-consuming task. Educators frequently encounter challenges in organizing multimedia content, tracking individual and group progress, and administering assessments that generate meaningful analytical insights. High administrative overhead, combined with inadequate tools for content structuring and progress visualization, reduces instructors’ ability to personalize instruction and to refine pedagogical strategies based on observed learner performance. Collectively, these challenges—including limited interactivity, non-adaptive content sequencing, insufficient feedback mechanisms, and constrained course management tools—contribute to suboptimal learning experiences. Addressing these issues necessitates systematic investigation into digital learning approaches that more effectively support learner engagement, timely assessment, and scalable instructional management within online educational environments.
dc.description.tableofcontents	The objectives of this work are defined to guide the design, development, and evaluation of a software system aimed at addressing the educational challenges outlined in the preceding sections. The specific objectives of the project are as follows: • To design and implement an interactive online learning environment that enhances learner engagement through the use of multimedia instructional content and interactive learning activities. • To support multiple user roles, including students, instructors, and administrators, by providing role-specific functionalities for learning, content authoring, and system administration. • To deliver comprehensive course and lesson management capabilities that facilitate the creation, organization, enrollment, and structured sequencing of instructional materials. • To implement integrated assessment and evaluation mechanisms that support both formative and summative assessment, while providing timely and actionable feedback on learner performance. • To provide detailed progress-tracking and reporting features that enable monitoring of individual learners and cohorts, and support the identification of learning gaps and performance trends. • To incorporate secure mechanisms for premium content access and payment processing in order to support sustainable content distribution and enrollment management. • To assess the system’s usability and effectiveness through empirical evaluation and analytical methods, generating evidence to support iterative system refinement and improvement.
dc.format.medium	Software
dc.identifier.citation	--
dc.identifier.issn	--
dc.identifier.other	12112172
dc.identifier.uri	https://hdl.handle.net/20.500.11888/21501
dc.language.iso	en
dc.publisher	Dr. Sufyan Samara
dc.relation.ispartofseries	--; --
dc.subject.classification	Education
dc.supervisor	Dr. Sufyan Samara
dc.title	MindQuest
dc.title.alternative	--
dc.type	Graduation Project
person.telephone	972598686625