Enriching the learner’s model through the semantic analysis of learning traces

Q1 Social Sciences

E-Learning Pub Date : 2022-05-20 DOI:10.1177/20427530221102993

Samia Ait-Adda, Nabila Bousbia, Amar Balla

{"title":"Enriching the learner’s model through the semantic analysis of learning traces","authors":"Samia Ait-Adda, Nabila Bousbia, Amar Balla","doi":"10.1177/20427530221102993","DOIUrl":null,"url":null,"abstract":"Our aim in this paper is to improve the efficiency of a learning process by using learners’ traces to detect particular needs. The analysis of the semantic path of a learner or group of learners during the learning process can allow detecting those students who are in needs of help as well as identify the insufficiently mastered concepts. We examine the possibility of using a student’s browsing path during a learning session, based on his navigation traces, to update the learner model. We assume that the domain concepts examined outside the learning platform but that are related to the course concepts are problematic to the learner. Knowing about these concepts may allow the course’s author to adapt the course to the learner’s needs regarding these concepts, as well as allow the tutor to help and assist the learner on these problematic concepts. We rely on Web data mining methods to filter, organize, and analyze the student’s browsing path. More precisely, we use a domain ontology of the course and the similarities that exist between external documents (visited pages) and the domain concepts (the course keywords). This analysis process makes it possible to detect students’ learning difficulties and to adapt the course based on the learner’s model.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"E-Learning","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/20427530221102993","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 0

Abstract

Our aim in this paper is to improve the efficiency of a learning process by using learners’ traces to detect particular needs. The analysis of the semantic path of a learner or group of learners during the learning process can allow detecting those students who are in needs of help as well as identify the insufficiently mastered concepts. We examine the possibility of using a student’s browsing path during a learning session, based on his navigation traces, to update the learner model. We assume that the domain concepts examined outside the learning platform but that are related to the course concepts are problematic to the learner. Knowing about these concepts may allow the course’s author to adapt the course to the learner’s needs regarding these concepts, as well as allow the tutor to help and assist the learner on these problematic concepts. We rely on Web data mining methods to filter, organize, and analyze the student’s browsing path. More precisely, we use a domain ontology of the course and the similarities that exist between external documents (visited pages) and the domain concepts (the course keywords). This analysis process makes it possible to detect students’ learning difficulties and to adapt the course based on the learner’s model.

查看原文本刊更多论文

通过对学习痕迹的语义分析，丰富学习者的学习模式

本文的目的是通过使用学习者的轨迹来检测特定需求，从而提高学习过程的效率。在学习过程中对一个学习者或一组学习者的语义路径进行分析，可以发现那些需要帮助的学生，并识别出掌握不足的概念。我们根据学生的导航轨迹，研究了在学习过程中使用其浏览路径来更新学习者模型的可能性。我们假设在学习平台之外检查但与课程概念相关的领域概念对学习者来说是有问题的。了解这些概念可以让课程作者根据学习者对这些概念的需求调整课程，也可以让导师在这些有问题的概念上帮助和帮助学习者。我们依靠Web数据挖掘方法来过滤、组织和分析学生的浏览路径。更准确地说，我们使用了课程的领域本体，以及外部文档（访问页面）和领域概念（课程关键字）之间存在的相似性。这种分析过程可以发现学生的学习困难，并根据学习者的模型调整课程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.