Abstracts
Abstract
Online learning has been widely discussed in education research, and open educational resources have become an increasingly popular way to help learners acquire knowledge. However, these resources contain massive amounts of information, making it difficult for learners to identify Web articles that refer to computer science knowledge. This study developed an Internet articles retrieval agent combined with dynamic associative concept maps (DACMs). The system used text mining technology to analyze keywords to filter computer science articles. In previous research, concept maps were manually constructed; in this study, such maps can be automatically and dynamically generated in real time. In a case study of a fundamental course of artificial intelligence, this study designed two experiments to compare students’ learning behaviors while using this system and the Google search engine. The results of the first experiment showed that the experimental group searched for more knowledge articles on computer science using this agent, compared to the control group using the Google search engine. The learning performance of the experimental group was significantly better than that of the control group, while the cognitive load of the experimental group was significantly lower than that of the control group. Furthermore, the results of the second experiment showed that the learning progress of students using the agent was significantly greater than that of students who used the Google search engine. This illustrates that the agent effectively filtered computer science articles, and DACMs helped students gain a deeper understanding of academic concepts and knowledge related to artificial intelligence.
Keywords:
- dynamic associative concept maps,
- text mining,
- online learning,
- intelligent agent
Download the article in PDF to read it.
Download
Appendices
Bibliography
- Abdullah, N. A., & Mirza, M. S. (2020). Evaluating pre-service teaching practice for online and distance education students in Pakistan: Evaluation of teaching practice. The International Review of Research in Open and Distributed Learning, 21(2), 81-97. https://doi.org/10.19173/irrodl.v21i2.4606
- Alshahrani, S., Ahmed, E., & Ward, R. (2017). The influence of online resources on student-lecturer relationship in higher education: A comparison study. Journal of Computers in Education, 4(2), 87-106. https://doi.org/10.1007/s40692-017-0083-8
- Benson, A. D. (2002). Using online learning to meet workforce demand: A case study of stakeholder influence. Quarterly Review of Distance Education, 3(4), 443-452.
- Carliner, S. (2004). An overview of online learning (2nd ed.). Amherst, MA: Human Resource Development Press.
- Chaiprasurt, C., & Esichaikul, V. (2013). Enhancing motivation in online courses with mobile communication tool support: A comparative study. International Review of Research in Open and Distributed Learning, 14(3), 377-401. https://doi.org/10.19173/irrodl.v14i3.1416
- Chiou, C. C., Lee, L. T., Tien, L. C., & Wang, Y. M. (2017). Analyzing the effects of various concept mapping techniques on learning achievement under different learning styles. EURASIA Journal of Mathematics, Science and Technology Education, 13(7), 3687-3708. https://doi.org/10.12973/eurasia.2017.00753a
- Chiou, C. C., Tien, L. C., & Lee, L. T. (2015). Effects on learning of multimedia animation combined with multidimensional concept maps. Computers & Education, 80, 211-223. https://doi.org/10.1016/j.compedu.2014.09.002
- Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology, 29(3), 248-263. https://doi.org/10.1016/j.cedpsych.2003.09.001
- Conrad, D. (2002). Deep in the hearts of learners: Insights into the nature of online community. Journal of Distance Education, 17(1), 1-19.
- Dashtestani, R. (2020). Online courses in the higher education system of Iran: A stakeholder-based investigation of pre-service teachers’ acceptance, learning achievement, and satisfaction. The International Review of Research in Open and Distributed Learning, 21(4), 117-142. https://doi.org/10.19173/irrodl.v21i4.4873
- Doo, M. Y., Tang, Y., Bonk, C. J., & Zhu, M. (2020). MOOC instructor motivation and career development. Distance Education, 41(1), 26-47. https://doi.org/10.1080/01587919.2020.1724770
- Elbaum, B., McIntyre, C., & Smith, A. (2002). Essential elements: Prepare, design, and teach your online course. Atwood Publishing.
- Farrokhnia, M., Pijeira-Díaz, H. J., Noroozi, O., & Hatami, J. (2019). Computer-supported collaborative concept mapping: The effects of different instructional designs on conceptual understanding and knowledge co-construction. Computers & Education, 142, 103640. https://doi.org/10.1016/j.compedu.2019.103640
- Fatawi, I., Degeng, I. N. S., Setyosari, P., Ulfa, S., & Hirashima, T. (2020). Effect of online-based concept map on student engagement and learning uutcome. International Journal of Distance Education Technologies, 18(3), 42-56. https://doi.org/10.4018/IJDET.2020070103
- Hsu, T. C. (2019). Using a concept mapping strategy to improve the motivation of EFL students in Google Hangouts peer-tutoring sessions with native speakers. Interactive Learning Environments, 27(2), 272-285. https://doi.org/10.1080/10494820.2018.1463268
- Hwang, G. J., Chang, S. C., Song, Y., & Hsieh, M. C. (2020). Powering up flipped learning: An online learning environment with a concept map‐guided problem‐posing strategy. Journal of Computer Assisted Learning, 37(2), 429-445. https://doi.org/10.1111/jcal.12499
- Hwang, G. J., Shi, Y. R., & Chu, H. C. (2011). A concept map approach to developing collaborative Mind Tools for context‐aware ubiquitous learning. British Journal of Educational Technology, 42(5), 778-789. https://doi.org/10.1111/j.1467-8535.2010.01102.x
- Hwang, G. J., Wang, S. Y., & Lai, C. L. (2020). Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics. Computers & Education, 160, 104031. https://doi.org/10.1016/j.compedu.2020.104031
- Hwang, G. J., Yang, L. H., & Wang, S. Y. (2013). A concept map-embedded educational computer game for improving students’ learning performance in natural science courses. Computers & Education, 69, 121-130. https://doi.org/10.1016/j.compedu.2013.07.008
- Hwang, G. J., Zou, D., & Lin, J. (2020). Effects of a multi-level concept mapping-based question-posing approach on students’ ubiquitous learning performance and perceptions. Computers & Education, 149, 103815. https://doi.org/10.1016/j.compedu.2020.103815
- Isaac, O., Aldholay, A., Abdullah, Z., & Ramayah, T. (2019). Online learning usage within Yemeni higher education: The role of compatibility and task-technology fit as mediating variables in the IS success model. Computers & Education, 136, 113-129. https://doi.org/10.1016/j.compedu.2019.02.012
- Li, L. Y., & Tsai, C. C. (2017). Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance. Computers & Education, 114, 286-297. https://doi.org/10.1016/j.compedu.2017.07.007
- Lowenthal, P., Bauer, C., & Chen, K. Z. (2015). Student perceptions of online learning: An analysis of online course evaluations. American Journal of Distance Education, 29(2), 85-97. https://doi.org/10.1080/08923647.2015.1023621
- Marzano, A., & Miranda, S. (2020). The dynamap remediation approach (DMRA) in online learning environments. Computers & Education, 104079. https://doi.org/10.1016/j.compedu.2020.104079
- Novak, J. D., & Cañas, A. J. (2006). The theory underlying concept maps and how to construct them. Florida Institute for Human and Machine Cognition, 1(1), 1-31.
- Sun, J. C. Y., & Chen, A. Y. Z. (2016). Effects of integrating dynamic concept maps with interactive response system on elementary school students’ motivation and learning outcome: The case of anti-phishing education. Computers & Education, 102, 117-127. https://doi.org/10.1016/j.compedu.2016.08.002
- Tsai, Y. H., Lin, C. H., Hong, J. C., & Tai, K. H. (2018). The effects of metacognition on online learning interest and continuance to learn with MOOCs. Computers & Education, 121, 18-29. https://doi.org/10.1016/j.compedu.2018.02.011
- Whitelock-Wainwright, A., Laan, N., Wen, D., & Gašević, D. (2020). Exploring student information problem solving behaviour using fine-grained concept map and search tool data. Computers & Education, 145, 103731. https://doi.org/10.1016/j.compedu.2019.103731
- Yue, M., Zhang, M., Zhang, C., & Jin, C. (2017). The effectiveness of concept mapping on development of critical thinking in nursing education: A systematic review and meta-analysis. Nurse Education Today, 52, 87-94. https://doi.org/10.1016/j.nedt.2017.02.018