Utilizing a smart cognitive support system for K-8 education

This research is aimed to determine how cognitive apprenticeship framework could be utilized in designing and utilizing an ontology based cognitive support system (OBCSS). It is also aimed to evaluate the use of OBCSS in educational settings to determine how much mental effort is needed for students...

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Bibliographic Details
Published in:Smart learning environments 2018-09, Vol.5 (1), p.1-23, Article 17
Main Authors: Kaya, Galip, Altun, Arif
Format: Article
Language:English
Subjects:
Cognitive skill
Computers
Computers and Education
Disorientation
Education
Gender
Grade 6
Intermediate Grades
Internet
Learning Processes
Mental effort
Navigation support
Ontology
Personalization
Private Schools
Students
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Summary:This research is aimed to determine how cognitive apprenticeship framework could be utilized in designing and utilizing an ontology based cognitive support system (OBCSS). It is also aimed to evaluate the use of OBCSS in educational settings to determine how much mental effort is needed for students to use it and to determine whether use of OBCSS decreases disorientation and supports navigation as stated in literature. Scales are used to get perceived behavioral data from the participants. This data is used to investigate experiences of users who have gender and computer experience diversities. Personal information form, mental effort evaluation scale and perceived disorientation scale are used to collect data. Log data is collected from learners’ interaction with system. Sample of this study are fifth and sixth grade students at three state schools and one private school in Central Turkey. At the first phase, data is collected from 83 students, and this data is used for Reliability and Validity of the disorientation scale. At second phase data is collected from 89 students, and this data is used for the analysis of the OBCSS. System is evaluated by collecting data from real time users. According to results of statistical analyses, mental efforts of learners did not differ across gender, daily average computer and internet use, and frequency of internet use for studying. Similarly, perceived disorientation and perceived ease of use did not differ across gender, daily average computer and internet use and frequency for using internet to study. According to log data, OBCSS can provide different personalized learning paths based on the current knowledge of learners.
ISSN:2196-7091
2196-7091
DOI:10.1186/s40561-018-0066-x