Browsing by Author "Su, Jun-Ming"

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A new approach for constructing the concept map
(2007-11-01)
Tseng, Shian-Shyong
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Sue, Pei-Chi
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Su, Jun-Ming
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Weng, Jul-Feng
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Tsai, Wen-Nung
In recent years, e-learning system has become more and more popular and many adaptive learning environments have been proposed to offer learners customized courses in accordance with their aptitudes and learning results. For achieving the adaptive learning, a predefined concept map of a course is often used to provide adaptive learning guidance for learners. However, it is difficult and time consuming to create the concept map of a course. Thus, how to automatically create a concept map of a course becomes an interesting issue. In this paper, we propose a Two-Phase Concept Map Construction (TP-CMC) approach to automatically construct the concept map by learners' historical testing records. Phase 1 is used to preprocess the testing records; i.e., transform the numeric grade data, refine the testing records, and mine the association rules from input data. Phase 2 is used to transform the mined association rules into prerequisite relationships among learning concepts for creating the concept map. Therefore, in Phase 1, we apply Fuzzy Set Theory to transform the numeric testing records of learners into symbolic data, apply Education Theory to further refine it, and apply Data Mining approach to find its grade fuzzy association rules. Then, in Phase 2, based upon our observation in real learning situation, we use multiple rule types to further analyze the mined rules and then propose a heuristic algorithm to automatically construct the concept map. Finally, the Redundancy and Circularity of the concept map constructed are also discussed. Moreover, we also develop a prototype system of TP-CMC and then use the real testing records of students in junior high school to evaluate the results. The experimental results show that our proposed approach is workable. (C) 2005 Elsevier Ltd. All rights reserved.
A personalized learning content adaptation mechanism to meet diverse user needs in mobile learning environments
(2011-04-01)
Su, Jun-Ming
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Tseng, Shian-Shyong
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Lin, Huan-Yu
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Chen, Chun-Han
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資訊工程學系
With the heterogeneous proliferation of mobile devices, the delivery of learning materials on such devices becomes subject to more and more requirements. Personalized learning content adaptation, therefore, becomes increasingly important to meet the diverse needs imposed by devices, users, usage contexts, and infrastructure. Historical server logs offer a wealth of information on hardware capabilities, learners' preferences, and network conditions, which can be utilized to respond to a new user request with the personalized learning content created from a previous similar request. In this paper, we propose a Personalized Learning Content Adaptation Mechanism (PLCAM), which applies data mining techniques, including clustering and decision tree approaches, to efficiently manage a large number of historical learners' requests. The proposed method will intelligently and directly deliver proper personalized learning content with higher fidelity from the Sharable Content Object Reference Model (SCORM)-compliant Learning Object Repository (LOR) by means of the proposed adaptation decision and content synthesis processes. Furthermore, the experimental results indicate that it is efficient and is expected to prove beneficial to learners.
A Reconfigurable Simulation-Based Test System for Automatically Assessing Software Operating Skills
(2015-04-01)
Su, Jun-Ming
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Lin, Huan-Yu
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資訊工程學系
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Department of Computer Science
In recent years, software operating skills, the ability in computer literacy to solve problems using specific software, has become much more important. A great deal of research has also proven that students\' software operating skills can be efficiently improved by practicing customized virtual and simulated examinations. However, constructing these simulation-based examinations is cost intensive and time-consuming. Thus, a reconfigurable simulation-based test system designed on a proposed Software Operation-Finite State Machine has been developed. Using this system, teachers can use a graphic authoring tool to construct and reconfigure simulation-based tests for designated software operation tasks. For the students, these simulation-based tests can be performed via the Web browser without any extra computer environment setting costs. After students finish the test, the proposed system can automatically assess their online operating paths to generate the assessment report for self-reflection. Moreover, in order to share and reuse the designed simulation-based tests, this paper suggests some extensions of IMS Question & Test Interoperability to support the proposed simulation-based operation test format. Finally, an experiment was conducted to evaluate 38 sixth grade elementary school students. The experimental results show that this system can meet both teachers\' and students\' educational requirements while significantly improving students\' learning performance of the software operating skills.
A Rule-based Learning Diagnosis Scheme to Scaffold Self-Regulated Learning for Hypermedia-based Learning
(2011)
Lin, Huan-Yu
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Su, Jun-Ming
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Tseng, Shian-Shyong
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Liu, Yi-Li
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資訊工程學系
Hypermedia-based learning (HBL) has shown the potential capabilities to improve learners' learning performance in terms of complicated subjects and skills, but most of learners are difficult to learn well in this kind of learning environment due to the lack of self-regulated learning abilities. The manually adaptive scaffoldings, which are the most effective approach to facilitate learners to regulate their learning strategies, are quite time and work consuming for teachers, and most of existing intelligent tutoring systems without modeling diagnosis knowledge of teachers are not able to provide learners with the adaptive scaffolding concerning learning barriers and corresponding reasons. Therefore, in this paper, a novel Rule-based Learning Diagnosis Scheme (RLDS) is proposed to automatically support the adaptive scaffoldings for learners in HBL environments, where rule base and concept ontology based upon teachers' diagnosis knowledge are developed to represent the subject concepts in order to analyze learning barriers. The experimental results showed that learners who studied with adaptive scaffoldings of RLDS had significantly higher scores in post-test than those who studied without adaptive scaffoldings.
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.
An Adaptive Learning Strategy Scheme for Role Playing Learning
(2008)
Weng, Jui-Feng
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Cho, Li-Hao
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Tseng, Shian-Shyong
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Su, Jun-Ming
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資訊工程學系
Traditionally, the assessment of the advanced knowledge about science such as problem solving or inquiry process is a challenging issue. In this paper, we aim to develop a Role Playing Learning platform called "The Banana Farm" to support the assessment of the nature science learning with collaborative fruit planting and marketing scenario. To support the assessment for inquiry process, our idea is to design the learning platform based on the multi-stage graph model in which the stages of vertices represent the student's actions and decision making during the assessment. Thus, the paths chosen to perform can be seemed as the science inquiry processes of them. Since the actions of the same stage may be executed several times, the model is extended to have self edge. Besides, the environmental status and the effectiveness of the learning objects are also extended by the working status and constraint rules in each stage. Thus, the extended Modified Multi-stage Graph (MMG) is proposed to support the assessment of inquiry process by the portfolio paths chosen in different stages. Next, the portfolio is collected for the collaborative behavior mining to discover the students' frequent collaborative action and interaction patterns during the learning. Combining with the characteristics of students, the assessment of teams with different learning strategy and behavior patterns can be obtained. Finally, the experiment on 40 junior high school students has been done and the findings were presented.
An Adaptive Test Sheet Generation Mechanism Using Genetic Algorithm
(2012)
Lin, Huan-Yu
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Su, Jun-Ming
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Tseng, Shian-Shyong
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資訊工程學系
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Department of Computer Science
For test-sheet composition systems, it is important to adaptively compose test sheets with diverse conceptual scopes, discrimination and difficulty degrees to meet various assessment requirements during real learning situations. Computation time and item exposure rate also influence performance and item bank security. Therefore, this study proposes an Adaptive Test Sheet Generation (ATSG) mechanism, where a Candidate Item Selection Strategy adaptively determines candidate test items and conceptual granularities according to desired conceptual scopes, and an Aggregate Objective Function applies Genetic Algorithm (GA) to figure out the approximate solution of mixed integer programming problem for the test-sheet composition. Experimental results show that the ATSG mechanism can efficiently, precisely generate test sheets to meet the various assessment requirements than existing ones. Furthermore, according to experimental finding, Fractal Time Series approach can be applied to analyze the self-similarity characteristics of GA's fitness scores for improving the quality of the test-sheet composition in the near future.
An object-oriented course framework for developing adaptive learning systems
(2008)
Tseng, Shian-Shyong
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Su, Jun-Ming
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Hwang, Gwo-Jen
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Hwang, Gwo-Haur
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Tsai, Chin-Chung
The popularity of web-based learning systems has encouraged researchers to pay attention to several new issues. One of the most important issues is the development of new techniques to provide personalized teaching materials. Although several frameworks or methods have been proposed, it remains a challenging issue to design an easy-to-realize framework for developing adaptive learning systems that benefit student learning performance. In this paper, we propose a modular framework that can segment and transform teaching materials into modular learning objects based on the SCORM standard such that subject contents can be composed dynamically according to the profile and portfolio of individual students. An adaptive learning system has been developed based on this innovative approach. Based on the experimental results of a college computer course, we conclude that the proposed framework can be used to develop adaptive learning systems that benefit the students' learning achievements.
An Ontology Crystallization Approach to Designing Performance-Based Testing Scenario
(2008)
Weng, Jui-Feng
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Tseng, Shian-Shyong
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Su, Jun-Ming
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資訊工程學系
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Department of Computer Science
The design of Performance-Based Testing is an interesting and important issue for the assessment of the students' problem solving or inquiry process capabilities. In this paper, we aim to design a wild-like authoring environment based upon the performance Assessment Ontology to support the Collaborative design. However, the ontology inconsistency and incompleteness issues become more serious When constructing the ontology collaboratively. Therefore, the Ontology Crystallization scheme is proposed to support the scenario design with collaborative brainstorming and social agreement evaluation. There are three phases which arc concept boundary extension phase, ontology integration phase. and conflict resolution phase. The collaborative brainstorming is based on the sharing of designed ontology, and the conflict resolution is based on the modified Delphi Method with questionnaire based voting. To demonstrate our scheme, it is applied to the designing of the "Banana Farm" assessment scenario. Finally, the experiment and evaluation shows the effectiveness of the designed result.
Collaborative Production Machine Choice System Based on Hierarchical Case Based Reasoning
(2009)
Tseng, Shian-Shyong
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Chang, Fengming M.
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Lin, Huan-Yu
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Hsu, Chi-Chun
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Ku, Chung-Chao
New cell phone styles and technologies developments are changing quickly. To improve the ability of competition for a company, a new designed cell phone has to be available in the market in the short time. Therefore, production processes including manufacturing machine choice for a new cell phone product have to be determined quickly. Facing the lack of information, it is difficult to choose manufacturing machines for a production process for a new product. Thus, this study proposed a Collaborative Production Machine Choice System (CPMCS) based on a hierarchical case based reasoning approach to solve the problem of machine choice for new cell phone production. A real interaction system is built up also to help users for machine choice in this study. Using non-fixed number of new product features, this system can advise suitable machines for users by case based reasoning approach and help users to find out the right machines for production in the short time.
Constructing a role playing interactive learning content model
(2007)
Wu, Dung-Chiuan
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Lin, Huan-Yu
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Tseng, Shian-Shyong
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Weng, Jui-Feng
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Su, Jun-Ming
In the early years, the E-learning contents are always written by static HTMT pages, which can not provide a highly interactive learning activity to fulfil the need of some simulation based learning, e.g., Standard Operation Procedure Training. As we known, the learning objective of simulation based learning can be achieved via Role-Playing Flash interactive learning contents. Since this kind of contents is usually manually created, the construction is time-consuming and costly. Thus, we propose an Object Oriented Interactive Content Model (OOICM) representing the high level game knowledge for authors with the interface of OOICM to assist authors in constructing a Role-Playing learning content easily without writing low level codes. OOICM is composed of three components: Story Control Flow (SCF), Activity, and Scene Object (SO). System layer of OOICM, where we apply Petri Net based rule set to model SCF and use flame knowledge representation to model Activities and SOs, is also defined as the middleware to separate OOICM from low-level implementation. Based on OOICM, we implement a generator with frame engine to help authors to construct the learning content. Finally, we compare the generator with other authoring tools and the experiment result shows the generator has better reusability.
Constructing a Self-Organizing C plus plus Programming Inquiry Behavior Miner on the Forum
(2008)
Tseng, Shian-Shyong
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Weng, Jui-Feng
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Lin, Huan-Yu
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Su, Jun-Ming
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資訊工程學系
The web forum is the popular platform used for C++ program learning in which learners can discuss and solve the encountered problems collaboratively. The process of discussions for specific topics in the forum is most likely the inquiry-based learning. Discovering the students' inquiry behavior models in the forum is helpful for teachers to support the guidance during the inquiry-based learning. In this paper, the clustering analysis is applied to discover the behavior patterns on the forum. Before the clustering, we first apply the divide and conquer mining strategy to classify the documents into purposes and sub-purposes until the number of documents is affordable for clustering analysis. To incrementally maintain the topics of inquiry behavior and efficiently analyze the new inquiry topic, the self-organizing ontology maintenance scheme is proposed The topics discussed with multiple purposes are identified as inquiry behavior of hot topics. Finally, the experiment of inquiry behavior mining from legacy forums has been evaluated and the experimental result shows the usefulness of the obtained behavior information.
Constructing an Immersive Poetry Learning Multimedia Environment using Ontology-based Approach
(2008)
Weng, Jui-Feng
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Tseng, Shian-Shyong
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Su, Jun-Ming
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Wang, Yuh-Jye
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資訊工程學系
Chinese has a rise in popularity due to the spring up of the Chinese language education. In the poetry of the Tang Dynasty, there is a lot of information in the limited number of Chinese characters. Therefore, how to assist learners in understanding of the background story and emotional feature of poetry is a challenging issue. In this paper, to support the poetry appreciation learning, our idea is to provide the Immersive Poetry Learning with multimedia properties: the Vision such as scenic spot, the Reading with occasional poetry, and the Emotional Reinforcement such as background music. To construct the immersive poetry learning with multimedia environment, the Learning Context ontology, the Poetry Noun Ontology and the Music Emotion ontology are defined to annotate the context information poetry contents and music emotional properties. Thus, the Ontology-based Immersive Poetry Learning system can base on the learner contexts to generate the coherent poetry and music by the ontology mapping.
Design and implementation of an object oriented learning activity system
(2006)
Lin, HuanYu
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Tseng, Shian-Shyong
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Su, Jun-Ming
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Weng, Jui-Feng
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資訊工程學系
For the pedagogical needs, many researches have applied the IMS Learning Design Specification (LD) to express the higher level learning activities. Although the specification of LD can express various learning activities, its technical-driven nature results in the hardness of understanding for teachers. For solving this problem, we propose an Object Oriented Learning Activity model (OOLA) which is a directed graph structure including the following components to model the learning activities: Learning Activity Node (N-LA), Application Node (N-AP), Examination Activity Node (N-EA) and Directed edges connecting the nodes. Based on the OOLA model, we also design and implement an OOLA authoring system, and an OOLA learning system. The OOLA learning system provides the display of learning activities and contents following the learning flow designed by teachers. The OOLA2NORM algorithm is also proposed to transform the course modeled by OOLA to the New Object Oriented Rule Model (NORM). The learning activity of OOLA is then stored in Learning Activity Rule Base (LARB) where each learning activity can be played on the inference engine. For evaluating the OOLA model, the pedagogical theory of Scaffolding Instruction has been implemented. The experimental results show that the OOLA learning system can improve the students' learning.
Design and Implementation of an Object Oriented Learning Activity System
(2009)
Lin, Huan-Yu
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Tseng, Shian-Shyong
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Weng, Jui-Feng
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Su, Jun-Ming
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資訊工程學系
With the development of e-learning technology, many specifications of instructional design have been proposed to make learning activity sharable and reusable. With the specifications and sufficient learning resources, the researches further focus on how to provide learners more appropriate learning activities to improve their learning performance. In this paper, we aim to propose a model which can explicitly represent the knowledge of the mechanism to adapt both the learning activity navigation and content presentation according to learners' knowledge of concepts. In our proposed model, each learning unit object contains the learning items and the related concepts, which can be used to perform adaptive content selection, and the sequencing control of these learning unit objects can be explicitly represented as a directed graph to improve the understandability. Based on the learning sequencing graph, an Object Oriented Learning Activity system is implemented and used to design and perform the learning activity of Scaffolding Instruction, named "The evaporation, condensation and boil of water". The Evaluation results show that teachers can effectively design an adaptive learning activity based on concept and misconception hierarchy and the designed learning activity can really improve learners' learning efficacy by the OOLA system.
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.
OPASS: AN ONLINE PORTFOLIO ASSESSMENT AND DIAGNOSIS SCHEME TO SUPPORT WEB-BASED SCIENTIFIC INQUIRY EXPERIMENTS
(2011-04-01)
Su, Jun-Ming
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Lin, Huan-Yu
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Tseng, Shian-Shyong
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Lu, Chia-Jung
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資訊工程學系
Promoting the development of students' scientific inquiry capabilities is a major learning objective in science education. As a result, teachers require effective assessment approaches to evaluate students' scientific inquiry-related performance. Teachers must also be able to offer appropriate supplementary instructions, as needed, to students. Scientific inquiry capabilities should be assessed by evaluating students' scientific inquiry portfolios in actual hands-on experiments. Although virtual laboratory systems can reduce the cost of conducting scientific inquiry experiments, the manual portfolio assessment approach is still difficult and time-consuming for teachers. Therefore, in this paper, in order to provide students with personalized learning guidance concerning not only the conceptual knowledge, but also the high-order, integrative abilities of scientific inquiry, an Online Portfolio Assessment and Diagnosis Scheme, called OPASS, was proposed to assist teachers in automatically assessing and diagnosing students' abilities as they relate to scientific inquiry performance. Personalized diagnostic reports were generated by employing the rule-based inference approach, which diagnosed learning problems and provided corresponding reasons and remedial suggestions based on teacher-defined assessment knowledge of the scientific inquiry experiment. For the evaluation, experimental results showed that the OPASS was helpful and beneficial for both students and teachers.
OSCAR: an Online SCalable Adaptive Recommender for Improving the Recommendation Effectiveness of Entertainment Video Webshop
(2010)
Lin, Huan-Yu
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Su, Jun-Ming
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Liu, Yi-Li
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Li, Jin-Long
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Tseng, Shian-Shyong
A recommender system is beneficial for the sales of e-commerce, so many kinds of recommendation approaches have been proposed for various situations. However, each recommendation approach can deal well with some kinds of categories and users\' behaviors only. Accordingly, how to provide users with the personalized recommendation with higher fidelity is an important issue. Therefore, in this paper, an Online SCalable Adaptive Recommendation scheme, called OSCAR, has been proposed in order to take advantages of various recommendation approaches and then efficiently coordinate them to adaptively meet the users\' preferences according to the various contents\' characteristics and users\' behaviors. Besides, the experimental results show that OSCAR\'s recommendation effectiveness is better and more stable than existing approaches.
Program Peer Assessment Using Tagging Approach
(2008)
Liu, Yi-Li
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Tseng, Shian-Shyong
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Lin, Huan-Yu
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Weng, Jui-Feng
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Chu, Yian-Shu
Most of die programming novices feel hard to learn programming skills, such as coding, tracing, debugging and testing. To help them learn programming well, computer program assessments which can find out the novices' programming misconception have been proposed. Although traditional computer program assessment can scow die student's program by executing die program with test cases, it is ineffective because die novices' programming misconception in the coding mistakes and tracing mistakes can not be singled out In die peer assessment activity, die learners can discuss their works with each other, so every learner can get die comments; about his/her work together with die score. This paper proposes a new computer program peer assessment to help die novices easily find out their programming misconception in the coding mistakes and tracing mistakes. An experiment has been done to evaluate the effectiveness of die new assessment. We may conclude that die process is useful to single out die leamer's coding and tracing problems, and that the tracing guidance is useful to direct the novice to trace peer's program.