Browsing by Author "Liao, Anthony Y. H."

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A rule-based CBR approach for expert finding and problem diagnosis
(2010-03-15)
Tung, Yuan-Hsin
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Tseng, Shian-Shyong
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Weng, Jui-Feng
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Lee, Tsung-Ping
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Liao, Anthony Y. H.
It is important to find the person with right expertise and the appropriate solutions in the specific field to solve a critical situation in a large complex system such as an enterprise level application. In this paper, we apply the experts' knowledge to construct a solution retrieval system for expert finding and problem diagnosis. Firstly, we aim to utilize the experts' problem diagnosis knowledge which can identify the error type of problem to suggest the corresponding expert and retrieve the solution for specific error type. Therefore, how to find an efficient way to use domain knowledge and the corresponding experts has become an important issue. To transform experts' knowledge into the knowledge base of a solution retrieval system, the idea of developing a solution retrieval system based on hybrid approach using RBR (rule-based reasoning) and CBR (case-based reasoning), RCBR (rule-based CBR), is proposed in this research. Furthermore, we incorporate domain expertise into our methodology with role-based access control model to suggest appropriate expert for problem solving, and build a prototype system with expert finding and problem diagnosis for the complex system. The experimental results show that RCBR (rule-based CBR) can improve accuracy of retrieval cases and reduce retrieval time prominently. (C) 2009 Elsevier Ltd. All rights reserved.
Adaptively Learning and Assessing SPSS Operating Skills Using Online SPSS Simulator
(2010-01-01)
Chu, Yian-Shu
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Tseng, Shian-Shyong
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Weng, Jui-Feng
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Lin, Huan-Yu
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Wang, Nien-Chu
Online questionnaire is an emerging method for social science researchers to perform their survey. Although there are many data analysis software tools nowadays, such as SPSS, SAS, and Excel etc., to assist the students in analyzing the data of their surveys. However, the intentions of users for using the software tools cannot be probed and utilized to help the users operating them, so it will cause many errors on the students' analysis results due to the misusage of software and result in that learning how to use the data analysis software tools based upon the students' intentions becomes very time-consuming. Moreover, because the software operating procedures of the students are not recorded, the teachers cannot find out the students' misconceptions. In this paper, we acquire the knowledge of using SPSS software and then apply the Simulator Generator concept proposed in previous research to build an online web-based SPSS software simulator for the students to emulate the operating process of SPSS software. Based upon the acquired frequent patterns of misuse, the teacher can design action routines embedded in the simulator to instantly detect the frequent error action patterns and help the students to rectify their misconceptions. Moreover, the teacher can trace and analyze the students' learning statuses according to the logs generated from online SPSS Simulator. Using Simulator Generator, writing grammar rules is essential, but it is not easy for teachers. The knowledge of using SPSS software are largely identical but with minor differences. Thus, an SPSS Functional Ontology is proposed according to the features of SPSS software and the corresponding grammar rules are constructed in this research. Teachers just need to do some minor adjustments on the differences and the action routines, and then the new simulator will be generated automatically.
Designing a U-Museum Service Framework to Bridge Digital Learning Divide
(2008)
Weng, Jui-Feng
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Tseng, Shian-Shyong
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Liao, Anthony Y. H.
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Su, Jun-Ming
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資訊工程學系
Due to lack of opportunities in utilizing digital learning auxiliary tools, it causes the existence of so called "Digital Learning Divide" between the students of rural or remote areas and those of urban areas. In this research, it is found that the public learning facilities in the community, for example, the museums, can provide related digital learning resources in spite of the shortage of digital learning facilities at the schools and families in rural or remote areas. If the students in the rural or remote areas are assisted to utilize the learning resources, it can bridge the digital learning divide effectively. However, it is different from the education in the school; the education in the museum is informal education which is emphasized on the learner-centered self-learning. In recent years, due to the advance and availability of RFID technology, and the functions of RFID in recognizing the learners' identities, locations, and movement, it can provide U-Learning services to learners with their personal information. Therefore, in this research, IMS Learner Information Package (LIP) standard is referred to construct a Learner Information Management Framework (LIMF), in which the Learner Model is composed of learner's Profile, Preference, Learning Activity, and Learning Portfolio as the standard fields of learner's information. The Processing Model in LIMF contains the functions of learner identification service, learner activity aware service, and learning resource provision service, and furthermore the web service technology is employed to provide better U-Learning support in accessibility, standardization, and extensibility.
Situated Poetry Learning Using Multimedia Resource Sharing Approach
(2013-04-01)
Yang, Che-Ching
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Tseng, Shian-Shyong
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Liao, Anthony Y. H.
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Liang, Tyne
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資訊工程學系
Educators have emphasized the importance of situating students in an authentic learning environment. By using such approach, teachers can encourage students to learn Chinese poems by browsing content resources and relevant online multimedia resources by using handheld devices. Nevertheless, students in heterogeneous network environments may have different requirements for the resource subject, type, size, etc. The central issue of this study is how to locate appropriate resources to support situated learning based on user context. In an attempt to solve the primary concern, this study proposes a context-based dialogue approach with which students may interact to retrieve adequate poems and multimedia resources. The Poetry Multimedia Resource Index is the basis for the retrieval, which consists of outer lexical resources, multimedia resource information, and Chinese poems. A prototype system has been conducted to evaluate the effectiveness of the approach. The experimental group adopts the situated learning method by using this system, while those in the control group adopt the situated learning method by using textbooks. It is found that our approach can be significantly beneficial to promote students' learning achievements. The majority of students are satisfied with the proposed system and the teacher participant showed a positive attitude toward this system.