Chih-Ming Chen

Bio: Chih-Ming Chen is an academic researcher from National Chung Hsing University. The author has contributed to research in topics: Educational technology & Synchronous learning. The author has an hindex of 44, co-authored 317 publications receiving 8328 citations. Previous affiliations of Chih-Ming Chen include University of Education, Winneba & Academia Sinica.

Personalized e-learning system using Item Response Theory

Abstract: Personalized service is important on the Internet, especially in Web-based learning. Generally, most personalized systems consider learner preferences, interests, and browsing behaviors in providing personalized services. However, learner ability usually is neglected as an important factor in implementing personalization mechanisms. Besides, too many hyperlink structures in Web-based learning systems place a large information burden on learners. Consequently, in Web-based learning, disorientation (losing in hyperspace), cognitive overload, lack of an adaptive mechanism, and information overload are the main research issues. This study proposes a personalized e-learning system based on Item Response Theory (PEL-IRT) which considers both course material difficulty and learner ability to provide individual learning paths for learners. The item characteristic function proposed by Rasch with a single difficulty parameter is used to model the course materials. To obtain more precise estimation of learner ability, the maximum likelihood estimation (MLE) is applied to estimate learner ability based on explicit learner feedback. Moreover, to determine an appropriate level of difficulty parameter for the course materials, this study also proposes a collaborative voting approach for adjusting course material difficulty. Experiment results show that applying Item Response Theory (IRT) to Web-based learning can achieve personalized learning and help learners to learn more effectively and efficiently.

Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle

Abstract: Since learning English is very popular in non-English speaking countries, developing modern assisted-learning tools that support effective English learning is a critical issue in the English-language education field. Learning English involves memorization and practice of a large number of vocabulary words and numerous grammatical structures. Vocabulary learning is a principal issue for English learning because vocabulary comprises the basic building blocks of English sentences. Therefore, many studies have attempted to improve the efficiency and performance when learning English vocabulary. With the accelerated growth in wireless and mobile technologies, mobile learning using mobile devices such as PDAs, tablet PCs, and cell phones has gradually become considered effective because it inherits all the advantages of e-learning and overcomes limitations of learning time and space that limit web-based learning systems. Therefore, this study presents a personalized mobile English vocabulary learning system based on Item Response Theory and learning memory cycle, which recommends appropriate English vocabulary for learning according to individual learner vocabulary ability and memory cycle. The proposed system has been successfully implemented on personal digital assistant (PDA) for personalized English vocabulary learning. The experimental results indicated that the proposed system could obviously promote the learning performances and interests of learners due to effective and flexible learning mode for English vocabulary learning.

Intelligent web-based learning system with personalized learning path guidance

Abstract: Personalized curriculum sequencing is an important research issue for web-based learning systems because no fixed learning paths will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanisms to assist on-line web-based learning and adaptively provide learning paths in order to promote the learning performance of individual learners. However, most personalized e-learning systems usually neglect to consider if learner ability and the difficulty level of the recommended courseware are matched to each other while performing personalized learning services. Moreover, the problem of concept continuity of learning paths also needs to be considered while implementing personalized curriculum sequencing because smooth learning paths enhance the linked strength between learning concepts. Generally, inappropriate courseware leads to learner cognitive overload or disorientation during learning processes, thus reducing learning performance. Therefore, compared to the freely browsing learning mode without any personalized learning path guidance used in most web-based learning systems, this paper assesses whether the proposed genetic-based personalized e-learning system, which can generate appropriate learning paths according to the incorrect testing responses of an individual learner in a pre-test, provides benefits in terms of learning performance promotion while learning. Based on the results of pre-test, the proposed genetic-based personalized e-learning system can conduct personalized curriculum sequencing through simultaneously considering courseware difficulty level and the concept continuity of learning paths to support web-based learning. Experimental results indicated that applying the proposed genetic-based personalized e-learning system for web-based learning is superior to the freely browsing learning mode because of high quality and concise learning path for individual learners.

Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance

Abstract: Although online courseware often includes multimedia materials, exactly how different video lecture types impact student performance has seldom been studied. Therefore, this study explores how three commonly used video lectures styles affect the sustained attention, emotion, cognitive load, and learning performance of verbalizers and visualizers in an autonomous online learning scenario by using a two-factor experimental design, brainwave detection, emotion-sensing equipment, cognitive load scale, and learning performance test sheet. Analysis results indicate that, while the three video lecture types enhance learning performance, learning performance with lecture capture and picture-in-picture types is superior to that associated with the voice-over type. Verbalizers and visualizers achieve the same learning performance with the three video types. Additionally, sustained attention induced by the voice-over type is markedly higher than that with the picture-in-picture type. Sustained attention of verbalizers is also significantly higher than that of visualizers when learning with the three video lectures. Moreover, the positive and negative emotions induced by the three video lectures do not appear to significantly differ from each other. Also, cognitive load related to the voice-over type is significantly higher than that with by the lecture capture and picture-in-picture types. Furthermore, the cognitive load for visualizers markedly exceeds that of verbalizers who are presented with the voice-over type. Results of this study significantly contribute to efforts to design of video lectures and also provide a valuable reference when selecting video lecture types for online learning. Learning performance with lecture capture and picture-in-picture is superior to voice-over type.Verbalizers and visualizers have the same learning performance with three video types.Voice-over type generates the higher sustained attention than picture-in-picture type.Voice-over type generates the highest cognitive load in three video lecture types.Emotions induced by three video lectures do not appear significantly differences.

An efficient fuzzy classifier with feature selection based on fuzzy entropy

Abstract: This paper presents an efficient fuzzy classifier with the ability of feature selection based on a fuzzy entropy measure. Fuzzy entropy is employed to evaluate the information of pattern distribution in the pattern space. With this information, we can partition the pattern space into nonoverlapping decision regions for pattern classification. Since the decision regions do not overlap, both the complexity and computational load of the classifier are reduced and thus the training time and classification time are extremely short. Although the decision regions are partitioned into nonoverlapping subspaces, we can achieve good classification performance since the decision regions can be correctly determined via our proposed fuzzy entropy measure. In addition, we also investigate the use of fuzzy entropy to select relevant features. The feature selection procedure not only reduces the dimensionality of a problem but also discards noise-corrupted, redundant and unimportant features. Finally, we apply the proposed classifier to the Iris database and Wisconsin breast cancer database to evaluate the classification performance. Both of the results show that the proposed classifier can work well for the pattern classification application.

Dye-Sensitized Solar Cells

Abstract: Dye-sensitized solar cells (DSCs) offer the possibilities to design solar cells with a large flexibility in shape, color, and transparency. DSC research groups have been established around the worl ...

Multiobjective evolutionary algorithms: A survey of the state of the art

Abstract: A multiobjective optimization problem involves several conflicting objectives and has a set of Pareto optimal solutions. By evolving a population of solutions, multiobjective evolutionary algorithms (MOEAs) are able to approximate the Pareto optimal set in a single run. MOEAs have attracted a lot of research effort during the last 20 years, and they are still one of the hottest research areas in the field of evolutionary computation. This paper surveys the development of MOEAs primarily during the last eight years. It covers algorithmic frameworks such as decomposition-based MOEAs (MOEA/Ds), memetic MOEAs, coevolutionary MOEAs, selection and offspring reproduction operators, MOEAs with specific search methods, MOEAs for multimodal problems, constraint handling and MOEAs, computationally expensive multiobjective optimization problems (MOPs), dynamic MOPs, noisy MOPs, combinatorial and discrete MOPs, benchmark problems, performance indicators, and applications. In addition, some future research issues are also presented.

Educational Data Mining: A Review of the State of the Art

Abstract: Educational data mining (EDM) is an emerging interdisciplinary research area that deals with the development of methods to explore data originating in an educational context. EDM uses computational approaches to analyze educational data in order to study educational questions. This paper surveys the most relevant studies carried out in this field to date. First, it introduces EDM and describes the different groups of user, types of educational environments, and the data they provide. It then goes on to list the most typical/common tasks in the educational environment that have been resolved through data-mining techniques, and finally, some of the most promising future lines of research are discussed.

Current status, opportunities and challenges of augmented reality in education

Abstract: Although augmented reality (AR) has gained much research attention in recent years, the term AR was given different meanings by varying researchers. In this article, we first provide an overview of definitions, taxonomies, and technologies of AR. We argue that viewing AR as a concept rather than a type of technology would be more productive for educators, researchers, and designers. Then we identify certain features and affordances of AR systems and applications. Yet, these compelling features may not be unique to AR applications and can be found in other technological systems or learning environments (e.g., ubiquitous and mobile learning environments). The instructional approach adopted by an AR system and the alignment among technology design, instructional approach, and learning experiences may be more important. Thus, we classify three categories of instructional approaches that emphasize the ''roles,'' ''tasks,'' and ''locations,'' and discuss what and how different categories of AR approaches may help students learn. While AR offers new learning opportunities, it also creates new challenges for educators. We outline technological, pedagogical, learning issues related to the implementation of AR in education. For example, students in AR environments may be cognitively overloaded by the large amount of information they encounter, the multiple technological devices they are required to use, and the complex tasks they have to complete. This article provides possible solutions for some of the challenges and suggests topics and issues for future research.