A Concept Map Approach to Supporting Diagnostic and Remedial Learning Activities
01 Jan 2014-Vol. 27, pp 565-574
TL;DR: The development of an Intelligent Diagnostic and Remedial learning system which aims to diagnose the exact concept the student is deficient in and which improves the performance of the learners for whom they are intended is proposed.
Abstract: Due to rapid advancement in the field of computer communication there has been a lot of research in development of Intelligent Tutoring System (ITS). However ITS fails to pinpoint the exact concept the student is deficient in. We propose the development of an Intelligent Diagnostic and Remedial learning system which aims to diagnose the exact concept the student is deficient in. The proposed system composed of three modules is derived from David Ausubel’s theory of meaningful learning which consists of three learning elements. The system is implemented in mobile environment using Android Emulator. Finally an experiment was conducted with a set of 60 students majoring in computer science. Experimental results clearly show that the system improves the performance of the learners for whom they are intended.
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TL;DR: Zhang et al. as discussed by the authors proposed a knowledge map construction method that combined knowledge tracking and association rule mining expanding with interaction frequencies based on exercise data to achieve rules cleaning automatically, and the method first predicted students' knowledge mastery sequences by a deep knowledge tracking model and discovered clustering relations to represent potential structures between concepts.
Abstract: Knowledge maps are teaching tools that can promote deeply learning and avoid knowledge loss by helping students plan learning paths. Mining potential association rules of concepts from student exercise data was a common method to construct knowledge maps automatically. While manual conditions should be set to filter the association rules future to improve the accuracy of knowledge maps, which made the construction of the knowledge map can not automatic totally. So, the study proposed a knowledge map construction method that combined knowledge tracking and association rule mining expanding with interaction frequencies based on exercise data to achieve rules cleaning automatically. The method first predicted students’ knowledge mastery sequences by a deep knowledge tracking model and discovered clustering relations to represent potential structures between concepts by fuzzy cluster analysis. Meanwhile, the method investigated association rule mining expanding with interaction frequencies to discover association rules between concepts. Finally, the clustering relations were used to filter the mined association rules automatically. To verify the effectiveness of the method, we constructed a knowledge map based on 34,350 online exercise data of 117 students in a computer programming course. Experimental results proved that the map was valid. Our implementations are available at https://github.com/xxdmw/FPGF-master.
01 Jul 2015
TL;DR: Factor analysis is used to develop an assessment model for evaluating the web based learning systems developed by the authors and it was found that the most important dimension was learning outcome which coincides with the general outcome of any mode of learning.
Abstract: The growth of communication technology in the last decade has prompted researchers to develop web based learning systems for various types of applications. The entities involved in the development of such systems are learners, instructors, system designers, administrators to name a few. With varying nature of applications and entities involved, the task of evaluating these web based learning systems appears quite challenging. The present study uses factor analysis to develop an assessment model for evaluating the web based learning systems developed by the authors. The analysis is performed on a data set derived by applying a survey instrument on a set of 140 learners using these systems. These learners ranked 20 items used for evaluation in order of their perceived degree of importance. It was found that the most important dimension was learning outcome which coincides with the general outcome of any mode of learning.Keywords: Web Based Learning Systems, Web based Learning Assessment, Survey Instrument, Factor Analysis, SPSSIntroductionIn recent times the most important innovation that has changed the face of educational technology is web-based education. This has been possible due to tremendous advancement in the field of computer networks and communication technology. There are two ways in which web based learning may be implemented. The primitive form of this type of learning is Electronic Learning (E-Learning). E-Learning is a general term that is used for learning from any electronic device such as radio, television, computer and all other devices that may be invented in the near future that are electronic in nature [8]. A major disadvantage of this form of learning is lack of ubiquity and idle time utilization. The advancement in the field of mobile communications in late 90's gave birth to Mobile Learning (M-Learning). Mobility added to E-Learning is M-Learning. M-learning enables learning independently of place and time as is ubiquitous through the use of wireless networks and mobile devices [21]. The effectiveness of web based learning is enhanced when several learners attempt to learn something together. In this form of learning, learners can capitalize on one another's resources and skills. Thus Collaborative learning (C-Learning) [7],[12] techniques may be used in E-Learning and M-Learning environments to increase their efficacy.Web learning systems are multidisciplinary in nature. They are used by learners from various domains who have varied experiences of using these systems. The design goals of these systems are thus highly dependent on the nature of the application and the knowledge of the learner. Efficient design of web learning systems is also dependent on the quality of the instructors, administrators and system designers. Thus there are several factors upon which the success of a web learning system depends. The aim of this study is to develop a multi-dimension model to evaluate web learning systems. It is to be noted that this assessment model is not general in nature. It has been derived on the basis of a survey performed to assess the web learning systems developed by author [2],[3],[4].Various methods have been employed by the researchers for assessing web based learning systems. A method typically used by several researchers is to develop a set of quality metrics for this purpose. Gafani [13] has used the ISO/IEC 9126 model to propose a set of quality metrics for evaluating Mobile Learning Systems. These metrics were defined and empirically validated for mobile wireless systems. Parsons et al. [24] proposed an assessment of mobile learning quality in terms of learner experience. A conceptual frame work for a mobile learning application was constructed and quality metrics were developed for this purpose. Wang [26] developed a comprehensive model and instrument for measuring learner satisfaction with asynchronous e-learning systems. This study performed different reliability and validity tests for analyzing data from a sample of 116 respondents of a survey. …
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References
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Book•
01 Jan 1988
TL;DR: This book discusses the development of Intelligent Tutoring Systems for Electronic Troubleshooting, the design of Instructional Design environments, and other topics related to knowledge acquisition and representation.
Abstract: Contents: Maj. K.R. Rose, Foreword: What the Army Expects from Intelligent Training Systems. J. Psotka, L.D. Massey, S.A. Mutter, Introduction. Section I:Knowledge Acquisition. W.B. Johnson, Developing Expert System Knowledge Bases in Technical Training Environments. B. Means, S.P. Gott, Cognitive Task Analysis as a Basis for Tutor Development: Articulating Abstract Knowledge Representations. Y.J. Tenney, L.C. Kurland, The Development of Troubleshooting Expertise in Radar Mechanics. D. Kieras, What Mental Model Should be Taught: Choosing Instructional Content for Complex Engineered Systems. Section II:Intelligent Instructional Design. L.C. Kurland, Y.J. Tenney, Issues in Developing an Intelligent Tutor for a Real-World Domain: Training Radar Mechanics. P.L. Pirolli, J.G. Greeno, The Problem Space of Instructional Design. D.M. Russell, T.P. Moran, D.S. Jordan, The Instructional-Design Environment. S.A. MacMillan, D. Emme, M. Berkowitz, Instructional Planners: Lessons Learned. D.C. Wilkins, W.J. Clancey, B.G. Buchanan, Using and Evaluating Differential Modeling in Intelligent Tutoring and Apprentice Learning Systems. Section III:Knowledge Representation. F. Ritter, W. Feurzeig, Teaching Real-Time Tactical Thinking. T. Govindaraj, Intelligent Computer Aids for Fault Diagnosis Training of Expert Operators of Large Dynamic Systems. D.M. Russell, IDE: The Interpreter. J.R. Frederiksen, B.Y. White, A. Collins, G. Eggan, Intelligent Tutoring Systems for Electronic Troubleshooting. L.D. Massey, J. de Bruin, B. Roberts, A Training System for Radar Maintenance. Section IV:Intelligent Tutoring Architectures. J.G. Bonar, R. Cunningham, Bridge: Tutoring the Programming Process. W. Feurzeig, F. Ritter, Understanding Reflective Problem Solving. D. Frye, D.C. Littman, E. Soloway, The Next Wave of Problems in ITS: Confronting the "User Issues" of Interface Design and System Evaluation. D.M. Towne, A. Munro, The Intelligent Maintenance Training System.
314 citations
TL;DR: In this article, a conceptual map model is proposed to provide learning suggestions by analyzing the subject materials and test results, and a testing and diagnostic system is also implemented on computer networks based on the novel approach.
Abstract: With the recent rapid progress of computer technology, researchers have attempted to adopt artificial intelligence and use computer networks to develop computer-aided instruction systems. Meanwhile, researchers have also attempted to develop more effective programs to test and enhance the learning performance of students. However, conventional testing systems simply give students a score, and do not give them the opportunity to learn how to improve their learning performance. Students would benefit more if the test results could be analyzed and hence advice could be provided accordingly. This study proposes a conceptual map model, which provides learning suggestions by analyzing the subject materials and test results. A testing and diagnostic system is also implemented on computer networks based on the novel approach. Experimental results have demonstrated that the novel approach benefits students and deserves further investigation.
215 citations
TL;DR: A mobile authoring tool that is developed and is called Mobile Author, which can be used by human instructors either from a computer or a mobile phone to create their own Intelligent Tutoring Systems (ITSs) and to distribute them to their students.
Abstract: One important field where mobile technology can make significant contributions is Education. In the fast pace of modern life, students and instructors would appreciate using constructively some spare time that they may have, in order to work on lessons at any place, even when away from offices, classrooms and labs where computers are usually located. In this paper, we describe a mobile authoring tool that we have developed and is called Mobile Author. Mobile Author can be used by human instructors either from a computer or a mobile phone to create their own Intelligent Tutoring Systems (ITSs) and to distribute them to their students. After the ITSs have been created, students can also use any computer or mobile phone to have access to theory and tests. The tutoring systems can assess the students performance, inform the databases that record the students progress and provide advice adapted to the needs of individual students. Finally, instructors can monitor their students progress and communicate with their students during the course. The mobile features of both the authoring tool itself and the resulting ITSs from it have been evaluated by instructors and students, respectively. The results of the evaluation showed that mobile features are indeed considered useful.
213 citations
Journal Article•
TL;DR: Examples from three domains are used to describe how concept maps can be used to organize content based on the knowledge of domain experts, creating an environment that is easy to navigate for learners.
Abstract: Concept maps, as we define them, are graphical tools for organizing and representing relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. Concepts and propositions are usually organized hierarchically, from most general, most inclusive to most specific. It is best to construct concept maps with reference to some particular question we seek to answer, which we have called a focus question. The concept map may pertain to some situation or event that we are trying to understand through the organization of knowledge in the form of a concept map, thus providing the context for the concept map. In this paper we briefly present the origins and theoretical foundations of concept maps, explain how concept maps are constructed, and then show how the integration of concept maps with technology in software such as CmapTools facilitates the implementation of concept map-based learning environments that support our New Model for Education. Last, examples from three domains are used to describe how concept maps can be used to organize content based on the knowledge of domain experts, creating an environment that is easy to navigate for learners. ORIGIN OF CONCEPT MAPS Concept maps were developed in 1972 in the course of Novak’s research program at Cornell University where he sought to follow and understand changes in children’s knowledge of science (Novak & Musonda, 1991). During the course of this study the researchers interviewed many children, and they found it difficult to identify specific changes in the children’s understanding of science concepts by examination of interview transcripts. This program was based on the learning psychology of David Ausubel (1963; 1968; Ausubel et al., 1978). The fundamental idea in Ausubel’s cognitive psychology is that learning takes place by the assimilation of new concepts and propositions into existing concept and propositional frameworks held by the learner. This knowledge structure as held by a learner is also referred to as the individual’s cognitive structure. Out of the necessity to find a better way to represent children’s conceptual understanding emerged the idea of representing children’s knowledge in the form of a concept map. Thus was born a new tool not only for use in research, but also for many other uses. Figure 1 shows a concept map that illustrates the key features of concept map.
191 citations
TL;DR: The study proposed to apply the algorithm of Apriori for Concept Map to develop an intelligent concept diagnostic system (ICDS), which provides teachers with constructed concept maps of learners rapidly, and enables teachers to diagnose the learning barriers and misconception of learners instantly.
Abstract: The concept map proposed by Novak is a good tool to portray knowledge structure and to diagnose students' misconception in education. However, most of the learning concept maps have to be constructed through the suggestions of experts or scholars in related realm. It is really a complicated and time-consuming knowledge acquisition process. The study proposed to apply the algorithm of Apriori for Concept Map to develop an intelligent concept diagnostic system (ICDS). It provides teachers with constructed concept maps of learners rapidly, and enables teachers to diagnose the learning barriers and misconception of learners instantly. The best Remedial-Instruction Path (RIP) can be reached through the algorithm of RIP suggested in this study. Furthermore, RIP can be designed to provide remedial learning to learners. Moreover, by using statistical method, the study analyzed 245 students' data to investigate whether the learning performance of learners can be significantly enhanced after they have been guided by the RIP.
101 citations