Framework of kit-build concept map for automatic diagnosis and its preliminary use.
Framework of kit-build concept map for automatic diagnosis and its preliminary use.
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DOI：
10.1186/s41039-015-0018-9
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发表时间：
2015-01-01
影响因子：
3.2
通讯作者：
Funaoi, Hideo
中科院分区：
文献类型：
--
作者：
Hirashima, Tsukasa;Yamasaki, Kazuya;Funaoi, Hideo
在本文中，我们提出了一个框架的Kit-Build概念图（我们称之为KB地图），由学习者的概念图可以自动诊断。在这项研究中，我们将制作概念图的任务分为两个子任务：（1）“分割任务”，其中从学习资源中提取概念图的部分（节点和链接）;（2）“结构化任务”，其中将提取的部分整合到地图中。在Kit-build概念图框架中，学习者被赋予概念图的一组部分，然后通过组合给定的部分来重新构建概念图。在这个过程中，分割任务变成了识别给定部分的任务，而结构化任务保持不变。概念图应该由教师或领域专家事先准备好。我们称之为“目标地图。“通过分解目标图生成必要和足够的部件（套件）。这些部分被提供给学习者，然后要求学习者通过连接这些部分来构建概念图（学习者地图）。由于在目标图和学习者图中使用相同的部分，因此可以发现学习者图中的缺陷作为与目标图的差异。然后，通过叠加几个学习者的地图，可以生成一个组地图。通过比较组图与目标图，检测目标图与学习者组之间的差异。我们还实现了基于组图和目标图之间的差异来重新检查目标图的过程。我们已经开发了一个系统，实现了KB地图的框架。通过对该系统的初步使用，证实了该系统能够沿着知识库地图的框架工作。学习效果评价是我们今后的工作。
In this paper, we propose a framework of Kit-Build Concept Map (we call it as KB map) where a concept map made by a learner can be diagnosed automatically. In this research, we have divided the task to make a concept map into two sub-tasks: (1) "segmentation task" where parts of the concept map (nodes and links) are extracted from learning resources and (2) "structuring task" where the extracted parts are integrated into a map. In the framework of kit-build concept map, a learner is given a set of parts of a concept map and then re-builds the concept map by combining the given parts. In this process, the segmentation task becomes a task of recognition of the given parts and the structuring task remains as it is. The concept map should be prepared beforehand by a teacher or domain expert. We call this map "goal map." The necessary and sufficient parts (kit) are generated by decomposing the goal map. The parts are provided to learners, and then the learners are required to build concept maps (learner maps) by connecting the parts. Since the same parts are used both in the goal map and a learner map, it is possible to find defects in the learner map as the differences from the goal map. By overlaying several learners' maps, then, a group map can be generated. By comparing the group map with the goal map, differences between the goal map and the group of the learners are detected. We have also realized procedure to re-examine the goal map based on the differences between the group map and the goal map. We have already developed a system that realized the framework of the KB map. Through a preliminary use of the system, we have confirmed that the system works along with the framework of KB map. Evaluation of learning effect is our future work.