An enhanced learning diagnosis model based on concept-effect relationships with multiple knowledge levels

Conventional testing systems usually give students a score as their test result, but do not show them how to improve their learning performance. Researchers have indicated that students would benefit more if individual learning guidance could be provided. However, most of the existing learning diagn...

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Bibliographic Details
Published in:Innovations in education and teaching international 2010-02, Vol.47 (1), p.53-67
Main Authors: Chu, Hui-Chun, Hwang, Gwo-Jen, Huang, Yueh-Min
Format: Article
Language:English
Subjects:
Computer Assisted Testing
Computer Software
Computer Software Evaluation
computer-assisted learning
concept map
Concept Mapping
concept-effect relationships
Control Groups
Conventional Testing
Difficulty Level
Educational Assessment
Educational Diagnosis
Educational Experiments
Educational Technology
Educational Testing
Effectiveness studies
Elementary School Students
Elementary School Teachers
Experimental Groups
Feedback (Response)
Learning
learning diagnosis
Learning Processes
Mathematical Concepts
Mathematics Achievement
Mathematics Instruction
Pretests Posttests
Programming
Student Evaluation
Students
Taiwan
Teaching Methods
Test Results
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Summary:Conventional testing systems usually give students a score as their test result, but do not show them how to improve their learning performance. Researchers have indicated that students would benefit more if individual learning guidance could be provided. However, most of the existing learning diagnosis models ignore the fact that one concept might contain multiple knowledge levels with different degrees of difficulty, and hence students might be guided in an inefficient and ineffective way. In order to provide more precise learning guidance to individual students, the study described in this paper uses an enhanced concept-effect model for diagnosing students' learning problems and providing learning advice. The experimental results from a mathematics course have demonstrated the utility and effectiveness of this innovative approach.
ISSN:1470-3297
1470-3300
DOI:10.1080/14703290903525846