A conceptual map model for developing intelligent tutoring systems
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.
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TL;DR: This study presents a mobile learning system that employs Radio Frequency Identification (RFID) technology to detect and examine real-world learning behaviors of students and utilizes each student's responses from a two-tier test to provide personalized learning guidance.
Abstract: The advancement of wireless and mobile technologies has enabled students to learn in an environment that combines learning resources from both the real world and the digital world. Although such an approach has been recognized as being innovative and important, several problems have been revealed in practical learning activities. One major problem is owing to the lack of proper learning strategies or tools for assisting the students to acquire knowledge in such a complex learning scenario. Students might feel excited or engaged when using the mobile devices to learn in the real context; nevertheless, their learning achievements could be disappointing. To deal with this problem, this study presents a mobile learning system that employs Radio Frequency Identification (RFID) technology to detect and examine real-world learning behaviors of students. This study also utilizes each student's responses from a two-tier test (i.e., multiple-choice questions in a two-level format) to provide personalized learning guidance (called two-tier test guiding, T^3G). The experimental results from a natural science course of an elementary school show that this innovative approach is able to improve the learning achievements of students as well as enhance their learning motivation.
346 citations
TL;DR: A context-aware u-learning environment is developed for guiding inexperienced researchers to practice single-crystal X-ray diffraction operations and showed that it is ''systematic', ''authentic'', and ''economical'', which implies the potential of applying it to complex science experiments.
Abstract: Context-aware ubiquitous learning (u-learning) is an innovative approach that integrates wireless, mobile, and context-awareness technologies to detect the situation of learners in the real world and provide adaptive support or guidance accordingly. In this paper, a context-aware u-learning environment is developed for guiding inexperienced researchers to practice single-crystal X-ray diffraction operations. Experimental results showed that the benefits of this innovative approach are that it is ''systematic'', ''authentic'', and ''economical'', which implies the potential of applying it to complex science experiments, such as physics, chemistry or biotechnology experiments, for graduate and PhD students in colleges, or research workers in research institutes.
332 citations
TL;DR: By analyzing the results from three groups of students using different adaptive learning approaches, it can be found that the innovative approach is helpful in improving both the learning achievement and learning efficiency of individual students.
Abstract: Previous research of adaptive learning mainly focused on improving student learning achievements based only on single-source of personalization information, such as learning style, cognitive style or learning achievement. In this paper, an innovative adaptive learning approach is proposed by basing upon two main sources of personalization information, that is, learning behavior and personal learning style. To determine the initial learning styles of the students, the [Keefe, J. W. (1987). Learning Styles: Theory and Practice. Reston, VA: National Association of Secondary School Principals.] questionnaire is employed in our approach. To more precisely reflect the learning behaviors of each student, the interactions and learning results of each student are analyzed when adjusting the subject materials. Based on the innovative approach, an adaptive learning system has been developed; moreover, an experiment was conducted to evaluate the performance of our approach. By analyzing the results from three groups of students using different adaptive learning approaches, it can be found that the innovative approach is helpful in improving both the learning achievement and learning efficiency of individual students.
302 citations
Journal Article•
TL;DR: It can be seen that project-based learning is an approach that situates learners with higher order cognitive processes in the modified version of Bloom's taxonomy of educational objectives, such as "analyze", "evaluate" and "create".
Abstract: Introduction With the popularity of information technology and the rapid development of global knowledge, scholars and academia have started to pay more attention to technological instruction. Researchers have tried to develop various computerized systems or guiding strategies to assist students in improving their learning performance (Hsieh et al., 2011; Hwang, 2003; Panjaburee, Hwang, Triampo, & Shih, 2010). Chu, Tse, and Chow (2011) have indicated that effective instruction is required to cultivate the key competences of students; particularly, technological instruction which promotes student-centered learning presents a great difference from traditional direct instruction. Many scholars consider Project-Based Learning (PBL) as an excellent form of instruction to encourage the self-learning of students (Chang & Lee, 2010; Gerber, Cavallo, & Marek, 2001; Glover, 1993; Green, 1998; Moursund, 1999; Scott, 1994). David (2008) mentioned that project-based learning could provide students with more learning chances and interpersonal interactions, as it conforms to the requirements of technological instruction. Barrows (1996) indicated that students should look for more efficient learning methods based on their background knowledge and skills, and project-based learning, as a favorable learning strategy, could guide students to the application of knowledge and problem solving. Schmeck and Lockhart (1983) considered learning strategies as the methods applied in the learning process to assist learners in acquiring, managing, and integrating knowledge, as well as solving problems independently. It can be seen that project-based learning is such an approach that situates learners with higher order cognitive processes in the modified version of Bloom's taxonomy of educational objectives, such as "analyze", "evaluate" and "create" (Anderson, Krathwohl, Airasian, Cruickshank, Mayer, Pintrich, et al., 2001; Bloom et al., 1956). Shih, Chuang and Hwang (2010) further revealed that project-based learning could be a student-centered learning model to promote the learning achievement of students. Moreover, Mayer (1987) considered that learning strategies should be developed along with the students' increase in age, and that the optimal timing to develop learning strategies is with upper elementary school classes; that is, project-based learning is suitable for being applied to the learning strategies of these upper elementary classes. Nevertheless, researchers have pointed out several problems encountered while applying the project-based learning approach in large classrooms, including the difficulties in promoting students' learning motivation, having students concentrate on the learning tasks, helping the students connect the new content with their prior knowledge, and conducting the cooperative learning activities efficiently (Blumenfeld, Soloway, Marx, Krajcik, Guzdial, & Palincsar, 1991; Gulbahar & Tinmaz, 2006; Marx, Blumenfeld, Krajcik, & Soloway, 1997; Lee & Tsai, 2004). The advancement and popularity of computer and network technologies have resolved part of the problems. A technology-integrated PBL environment provides a real-world, constructivist, cooperative learning environment that has many advantages over the traditional PBL environment (Bottino & Robotti, 2007); that is, the difficulty in conducting the cooperative learning activities has been resolved. However, it remains a challenge to promote students' motivation and concentration on the learning tasks; moreover, it is also important to provide a way to guide the students to organize their knowledge. Therefore, the development of an effective instructional strategy for conducting project-based learning activities has become an important and challenging issue (Woods, 2010). Scholars have identified that storytelling is an effective instructional strategy for promoting learning motivations and improving the learning performance of students (Schank, 1990). …
255 citations
TL;DR: Experimental results from a natural science course in an elementary school show that a concept map-oriented Mindtool for collaborative ubiquitous learning not only enhances learning motivation but also improves the learning achievements of the students.
Abstract: Recent advances in mobile and wireless communication technologies have enabled various new learning approaches which situate students in environments that combine real-world and digital-world learning resources; moreover, students are allowed to share knowledge or experiences with others during the learning process. Although such an approach seems to be promising and innovative, researchers have indicated several problems when applying it to practical applications, in particular, the lack of proper strategies or tools to assist the students to learn collaboratively in such a learning scenario with abundant content. Students might feel interested when using the mobile devices to learn; however, without proper assistance or guidance, their learning achievements are usually disappointing. To cope with this problem, this study proposes a concept map-oriented Mindtool for collaborative ubiquitous learning. Experimental results from a natural science course in an elementary school show that this approach not only enhances learning motivation but also improves the learning achievements of the students. [ABSTRACT FROM AUTHOR]
231 citations
References
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Book•
01 Jan 1989
TL;DR: This new edition features a balanced blend of expert systems theory and practice; a detailed presentation of CLIPS Version 6.0, a rule-based programming language for expert systems design; and an IBM PC 3 1/2''.
Abstract: From the Publisher:
This new edition combines a thorough, balanced treatment of theory and practice with a complete package of CLIPS 6.0 software tools for developing expert systems. It features a balanced blend of expert systems theory and practice; a detailed presentation of CLIPS Version 6.0, a rule-based programming language for expert systems design; and an IBM PC 3 1/2'' disk which contains the complete CLIPS 6.0 executable shell and sample programs for developing expert systems.
1,340 citations
Book•
01 Feb 1990
TL;DR: The author discusses the challenges faced in implementing large-scale computerized testing in the rapidly changing environment and some of the strategies used to deal with these challenges.
Abstract: Contents: C.V. Bunderson, Foreword to the First Edition. D.H. Gitomer, Foreword to the Second Edition. H. Wainer, Preface to the First Edition. H. Wainer, Preface to the Second Edition. H. Wainer, Introduction and History. B.F. Green, System Design and Operation. R. Flaugher, Item Pools. H. Wainer, R.J. Mislevy, Item Response Theory, Item Calibration, and Proficiency Estimation. D. Thissen, R.J. Mislevy, Testing Algorithms. N.J. Dorans, Scaling and Equating. D. Thissen, Reliability and Measurement Precision. L. Steinberg, D. Thissen, H. Wainer, Validity. H. Wainer, N.J. Dorans, B.F. Green, R.J. Mislevy, L. Steinberg, D. Thissen, Future Challenges. H. Wainer, D. Eignor, Caveats, Pitfalls, and Unexpected Consequences of Implementing Large-Scale Computerized Testing.
1,124 citations
Book•
01 Jan 1988
TL;DR: This chapter discussesructional Design and Courseware Design, which focuses on the design of courseware to fit subject matter structure and the application of the ARCS Motivation Model.
Abstract: Contents: Part I:Instructional Design and Courseware Design. Introduction. M.D. Roblyer, Fundamental Problems and Principles of Designing Effective Courseware. W. Wager, R.M. Gagn, Designing Computer-Aided Instruction. M.D. Merrill, Applying Component Display Theory to the Design of Courseware. Part II:Interactive Designs for Courseware. Introduction. toc D.A. Salisbury,Effective Drill and Practice Strategies. W.E. Montague, Promoting Cognitive Processing and Learning by Designing the Learning Environment. D.H. Jonassen, Integrating Learning Strategies into Courseware to Facilitate Deeper Processing. B.J. Schimmel, Providing Meaningful Feedback in Courseware. Part III: Adaptive Designs for Courseware.Introduction. AExternal Adaptations. C.A. Carrier, D.H. Jonassen, Adapting Courseware to Accommodate Individual Differences. S.M. Ross, G. Morrison, Adapting Instruction to Learner Performance and Background Variables. R.D. Tennyson, D.L. Christensen, MAIS: An Intelligent Adaptive Learning System. BInternal Adaptations. W. Hannum, Designing Courseware to Fit Subject Matter Structure. Part IV::Toward Intelligent CAI on Microcomputers.Introduction. S.A. Dennenberg, Semantic Network Designs for Courseware. W.E. McKay, Tutoring, Information Databases, and Iterative Design. J.M. Scandura, The Intelligent Rule Tutor. G. Kearsley, Authoring Systems for Intelligent Tutoring Systems on Personal Computers. Part V:Designing Motivating Courseware.Introduction. J. Keller, K. Suzuki, Application of the ARCS Motivation Model in Courseware Design.
247 citations
TL;DR: The origins of small-group learning are traced, and one method, cooperative learning, is distinguished from other small- group learning methods.
Abstract: Much published research focuses on the benefits of learning in small groups. However, little research has differentiated small-group learning methods or considered the implications of related research for designing instructional software. In this article, the origins of small-group learning are traced, and one method, cooperative learning, is distinguished from other small-group learning methods. The instructional and social benefits of cooperative learning are examined and theoretical explanations for the effects of grouping are presented. Finally, issues relevant to designing instructional software for cooperative learning are examined and suggestions for future research are made.
168 citations
TL;DR: The concept map is becoming a ubiquitous tool in education as discussed by the authors and has been used by many researchers and practitioners to diagnose misunderstanding, improve study methods and glimpse how learners come to know.
Abstract: The concept map is becoming a ubiquitous tool in education. In recent years there has been a growing interest in “diagramming” or “mapping” ideas to be learned (e.g., Jonassen et al., 1998). The approach has been championed by study skills proponents such as Buzan (1993). Maps of concepts and relationships have been used by many researchers and practitioners to help diagnose misunderstanding, improve study methods and glimpse how learners come to know. In other areas, the representation of knowledge in formalisms such as the Net greatly assisted the development of intelligent tutoring systems (e.g., Sowa, 1983). In order to better understand the claims made for its efficacy, reference to how concept maps have been used and defined will lead to a plausible explanation of the process of “off–loading” of concepts during learning or study (McAleese, 1994, 1998). In order to demonstrate the widespread application of supporting learn ers with external “learning spaces” (c.f. ISLEs/ and REALs—Grabinger et al., 1...
86 citations