AIRCC's International Journal of Computer Science and Information Technology

Open Access Open Access  Restricted Access Subscription Access

Graphical Representation in Tutoring Systems


Affiliations
1 Informatics Department, Electronics Research Institute, Cairo, Egypt
 

Visual representation and organization of the knowledge have been utilized in different ways in tutoring systems to upgrade their usefulness. This paper concentrates on the usage of various graphical formalisms, for example, the conceptual graph, ontology, and concept map in tutoring systems. The paper addresses what is way of the utilization of every formalism and the offering of the potential outcomes to assist the student in education systems.

Keywords

Conceptual Graph, Ontology, Concept Map.
User
Notifications
Font Size

  • Sowa J.F. (1976) Conceptual graphs for a data base interface. IBM Journal of Research and Development 20, 336–357.

  • Gruber, T.R. (1993). A Translation Approach to Portable Ontology Specification. Knowledge Acquisition 5: 199-220.

  • Gascuena, J. M., Fernandez-Caballero, A. & Gonzalez, P. (2006). Domain ontology for personalized e-learning in educational systems. In The Sixth IEEE international conference on advanced learning technologies (pp. 456–458).

  • Musen, M.A. (1992). Dimensions of knowledge sharing and reuse. Computers and Biomedical Research 25: 435-467.

  • Novak, J.D. and D.B. Gowin, Learning how to learn. 1984: Cambridge University Press.

  • Novak, J. D. & A. J. Canas (2008). The Theory Underlying Concept Maps and How to Construct and Use Them. Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, 2008.

  • Bloom, B. S. (1956). Taxonomy of educational objectives; the classification of educational goals (1st ed.). New York: Longmans Green. Pankratius,W. J. (1990). Building an organized knowledge base: concept mapping and achievement in secondary school physics. Journal of Research in Science Teaching, 27(4), 315–333.

  • Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (2000). Assessing science understanding: A human constructivist view. San Diego: Academic Press.

  • Novak, J. D. (1990). Concept maps and vee diagrams: Two metacognitive tools for science and mathematics education. Instructional Science, 19, 29-52

  • M. Kordaki, P. Psomos (2014). An intelligent concept mapping tool for the diagnosis and treatment of students' misconceptions. 6th World Conference on Educational Sciences.

  • Kumar, A. (2006). Using Enhanced Concept Map for Student Modeling in a Model-Based Programming Tutor, in Proc. of 19th International FLAIRS Conference on Artificial Intelligence, Melbourne Beach, FL

  • Olney, A., (2010). Extraction of concept maps from textbooks for domain modeling. In: Kay, J., Aleven, V. (Eds.), Proceedings of 10th International Conference on Intelligent Tutoring Systems. Springer,Berlin/Heidelberg, pp. 390–392

  • Olney, A.M., Cade, W.L., Williams, C.: Generating Concept Map Exercises from Textbooks. In: Proceedings of the Sixth Workshop on Innovative Use of NLP for Building Educational Applications, pp. 111–119. Association for Computational Linguistics, Portland, Oregon (2011)

  • Fisher, K., Wandersee, J., Moody, D.: Mapping biology knowledge. Kluwer AcademicPub., Dordrecht (2000)

  • S. Wang, C. Liang, Z. Wu, K. Williams, B. Pursel, B. Brautigam, S. Saul, H. Williams, K. Bowen, and C. Giles. Concept hierarchy extraction from textbooks.The ACM Symposium on Document Engineering, 2015.

  • S. Wang and L. Liu. Prerequisite concept maps extraction for automatic assessment. In WWW, pages 519–521, 2016

  • Gascuena, J. M., Fernandez-Caballero, A. & Gonzalez, P. (2006). Domain ontology for personalized e-learning in educational systems. In The Sixth IEEE international conference on advanced learning technologies (pp. 456–458).

  • Chi, Y. L. (2009). Ontology-based curriculum content sequencing system with semantic rules. Expert Systems with Applications, 36, 7838–7847.

  • Yu, Z. et al. (2007). "Ontology-Based Semantic Recommendation for Context-Aware E-Learning." Proc. of the 4th Conference on Ubiquitous Intelligence and Computing, v.4611, Berlin, Heidelberg: Springer, pp. 898-907.

  • Vesin B., Ivanović M., Klašnja-Milićević A.,Budimac Z., Protus 2.0: OntologyBased Semantic Recommendation in Programming Tutoring System, Experts systems with application, (2012), DOI: 10.1016/j.eswa.2012.04.052.

  • C. S. Hsu, S. F. Tu, and G. J. Hwang, “A concept inheritance method for learning diagnosis of a network-based testing and evaluation system,” The 7th International Conference on Computer-Assisted Instructions, 1998, pp. 602-609.

  • Jong, BinShyan, Lin, TsongWuu, Wu, YuLung, & Chan, Teyi (2004). Diagnostic and remedial learning strategy based on conceptual graphs. Journal of Computer Assisted Learning, 20(5), 377–386.

  • Wald A. (1947) Sequential Analysis. Wiley, New York.

  • Hwang, G. J. (2003). A conceptual map model for developing intelligent tutoring system. Computers and Education, 40(3), 217–235.

  • J. S. Park, M. S. Chen, and P. S. Yu, “Using a hash-based method with transaction trimming and database scan reduction for mining association rules,” IEEE Transactions on Knowledge and Data Engineering, Vol. 9, (1997), pp. 813-825.

  • S. Tseng, P. Sue, J Su, J Weng, W Tsai: A new approach for constructing the concept map, Computers and Education, Vol 38, pp123-141,2007.

  • Brainerd, C.J. & Gordon, L.L. (1994). Development of verbatim and gist memory for numbers. Developmental Psychology, 30(2), 163–177.

  • Joseph D. N. & Alberto J. C. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them. Institute for Human and Machine Cognition, 1.

  • Ruiz-Primo, M. A. & Shavelson, R. J. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33(6), 569-600.

  • Ruiz-Primo, M.A.: Examining Concept Maps as an Assessment Tool. Proc. Of the FirstInt. Conference on Concept Mapping. Pamplona, Spain, http://cmc.ihmc.us/papers/cmc2004-036.pdf (last access 13.04.05) (2004).

  • McClure, J., Sonak, B., & Suen, H. (1999). Concept map assessment of classroom learning: Reliability, validity, and logistical practicality. Journal of Research in Science Teaching, 36, 475-492.

  • Chang, K., Sung, T., & Chen, S. (2001). Learning through computer-based concept mapping with scaffolding aid. Journal of Computer Assisted Learning, 17 (1), 21-33.

  • Cimolino, L., Kay, J., Miller, A. (2003). Incremental student modelling and reflection by verified concept mapping. In Supplementary Proceedings of the AIED2003: Learner Modelling for Reflection Workshop, 219-227.

  • 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.

  • G. P. Jain, V. P. Gurupur, J. L. Schroeder, and E. D. Faulkenberry, “Artificial intelligence-based student learning evaluation: a concept map-based approach for analyzing a student’s understanding of a topic,” IEEE Transactions on Learning Technologies, vol. 7, no. 3, pp. 267–279, (2014).

  • Leelawong, K., & Biswas, G. (2008). Designing learning by teaching agents: The Betty’s Brain system. International Journal of Artificial Intelligence in Education, 18(3), 181-208.

  • Biswas, G., Segedy, J.R. & Leelawong, K. (2015). From Design to Implementation to Practice - A Learning by Teaching System: Betty’s Brain. International Journal of Artificial Intelligence in Education.

  • F. Sormo. Case-based student modeling using concept maps. Case-Based Reasoning Research And Development, Proceedings, 3620:492–506, 2005.

  • Wu, P. H., Hwang, G. J., Milrad, M., Ke, H. R., & Huang, Y. M. (2011). An innovative concept map approach for improving students’ learning performance with an instant feedback mechanism. British Journal of Educational Technology. doi:10.1111/j.1467-8535.2010.01167.x.

  • Cimolino, L., Kay, J., Miller, A. (2003). Incremental student modelling and reflection by verified concept mapping. In Supplementary Proceedings of the AIED2003: Learner Modelling for Reflection Workshop, 219-227.

  • Gouli, E, Gogoulou, A., Papanikolaou, K. A., & Grigoriadou, M. (2005). Evaluating Learner’s Knowledge Level on Concept Mapping Tasks. Fifth IEEE International Conference on Advanced Learning Technologies, 424-428.


Abstract Views: 356

PDF Views: 154




  • Graphical Representation in Tutoring Systems

Abstract Views: 356  |  PDF Views: 154

Authors

Nabila Khodeir
Informatics Department, Electronics Research Institute, Cairo, Egypt

Abstract


Visual representation and organization of the knowledge have been utilized in different ways in tutoring systems to upgrade their usefulness. This paper concentrates on the usage of various graphical formalisms, for example, the conceptual graph, ontology, and concept map in tutoring systems. The paper addresses what is way of the utilization of every formalism and the offering of the potential outcomes to assist the student in education systems.

Keywords


Conceptual Graph, Ontology, Concept Map.

References