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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/57622


    Title: Ontology-based Concept Map for Planning a Personalized Learning Path
    Authors: Chen, Chih-Ming
    陳志銘
    Contributors: 政大圖檔所
    Keywords: ontology-based concept map;personalized learning path;web-based learning
    Date: 2009-12
    Issue Date: 2013-04-15
    Abstract: Developing personalized Web-based learning systems has been an important research issue in the e-learning field because no fixed learning pathway will be appropriate for all learners. However, the current most Web-based learning platforms with personalized curriculum sequencing tend to emphasize the learnerspsila preferences and interests for the personalized learning services, but they fail to consider difficulty levels of course materials, learning order of prior and posterior knowledge, and learnerspsila abilities while constructing a personalized learning path. As a result, these ignored factors easily lead to generating poor quality learning paths. Generally, learners could generate cognitive overload or fall into cognitive disorientation due to inappropriate curriculum sequencing during learning processes, thus reducing learning effect. With advancement of the artificial intelligence technologies, ontology technologies enable a linguistic infrastructure to represent concept relationships between courseware. Ontology can be served as a structured knowledge representation scheme, which can assist the construction of personalized learning path. Therefore, this study proposes a novel genetic-based curriculum sequencing scheme based on a generated ontology-based concept map, which can be automatically constructed by a large amount of learnerspsila pre-test results, to plan appropriate learning paths for individual learners. The experimental results indicated that the proposed approach is indeed capable of creating learning paths with high quality for individual learners. This will be helpful to learners to learn more effectively and to likely reduce learnerspsila cognitive overloads during learning processes.
    Relation: British Journal of Educational Technology, 40(6), 1028-1058
    Data Type: article
    DOI 連結: http://dx.doi.org/10.1111/j.1467-8535.2008.00892.x
    DOI: 10.1111/j.1467-8535.2008.00892.x
    Appears in Collections:[圖書資訊與檔案學研究所] 期刊論文

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