TY - JOUR
T1 - An enhanced learning diagnosis model based on concept-effect relationships with multiple knowledge levels
AU - Chua, Hui Chun
AU - Hwanga, Gwo Jen
AU - Huang, Yueh Min
N1 - Funding Information:
This study is supported in part by the National Science Council of the Republic of China under contract numbers NSC 98-2511-S-024-007-MY3 and NSC 98-2631-S-024-001.
PY - 2010/2
Y1 - 2010/2
N2 - 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.
AB - 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.
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U2 - 10.1080/14703290903525846
DO - 10.1080/14703290903525846
M3 - Article
AN - SCOPUS:76449093158
SN - 1470-3297
VL - 47
SP - 53
EP - 67
JO - Innovations in Education and Teaching International
JF - Innovations in Education and Teaching International
IS - 1
ER -