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On modeling the quality of concept mapping toward more intelligent online learning feedback: a fuzzy logic-based approach

机译：浅谈思想思想映射质量朝向更智能在线学习反馈：基于模糊的逻辑 - 基于模糊的方法

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摘要

A new model, namely fuzzy inference system (FIS) concept mapping (FISCMAP), is proposed here that explores the fuzzy logic constructs within a computer-based concept mapping (CM) environment. FISCMAP involves modeling techniques as a vehicle to improve the intelligence of an online learning feedback environment that could promote personalization and adaptation to the student's online educational needs, thus, fighting info-exclusion. From this perspective, the CMapTools is used as the online environment that captures the students' actions and choices during the CM construction. Eight CMapTools measurements are considered to form inputs to a five-level FIS, equipped with 115 expert's fuzzy rules. The CMapTools data were drawn from a blended (b)-learning course offered by a Greek Higher Education Institution, involving 20 Master's students. Experimental results have shown that the proposed FISCMAP scheme, when used for the evaluation of users' Quality of Concept Map (QoCM) via constructive CM variables (metrics), can provide intelligent descriptors regarding the students' online CM. Furthermore, the FISCMAP's dynamic analysis of QoCM and identification of the students' transitional step behavior, during the development of the CM, provide further insight in the CM building strategies they adopt, forming constructive feedback. The latter reinforces the students' ability to reflect on and analyze material in order to form reasoned judgments, clearly contributing to their critical thinking and deeper learning.
机译：在此提出了一种新模型，即模糊推理系统（FIS）概念映射（FISCMAP），其探讨了基于计算机的概念映射（CM）环境中的模糊逻辑构造。 Fiscmap涉及为车辆建模技术，以改善在线学习反馈环境的智能，可以促进对学生在线教育需求的个性化和适应，因此，打击信息排除。从这个角度来看，CMAPTOOLS被用作在线环境，捕获CM施工期间捕获学生的行为和选择。八个CMAPTOOLS测量被认为是将输入到五级FIS的输入，配备了115个专家的模糊规则。 CMAPTOOLS数据是从希腊高等教育机构提供的混合（B）的学习课程中汲取的，涉及20名硕士学位。实验结果表明，通过建设性CM变量（度量标准）用于评估用户概念图（QOCM）的用户质量的评估，可以为学生在线CM提供智能描述符。此外，FISCMAP对QOCM的动态分析和学生的过渡步骤行为的鉴定，在CM的开发期间，在他们采用的CM建筑策略中提供了进一步的洞察力，形成了建设性反馈。后者强化了学生反思和分析材料的能力，以形成合理的判断，显然有助于他们的批判性思维和更深入的学习。

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