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dc.contributor.authorTseng, Shian-Shyongen_US
dc.contributor.authorSue, Pei-Chien_US
dc.contributor.authorSu, Jun-Mingen_US
dc.contributor.authorWeng, Jul-Fengen_US
dc.contributor.authorTsai, Wen-Nungen_US
dc.date.accessioned2014-12-08T15:13:09Z-
dc.date.available2014-12-08T15:13:09Z-
dc.date.issued2007-11-01en_US
dc.identifier.issn0360-1315en_US
dc.identifier.urihttp://dx.doi.org/10.1016/j.compedu.2005.11.020en_US
dc.identifier.urihttp://hdl.handle.net/11536/10146-
dc.description.abstractIn 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.en_US
dc.language.isoen_USen_US
dc.subjectadaptive learning environmentsen_US
dc.subjectconcept mapen_US
dc.subjectdata miningen_US
dc.subjecttesting recordsen_US
dc.titleA new approach for constructing the concept mapen_US
dc.typeArticleen_US
dc.identifier.doi10.1016/j.compedu.2005.11.020en_US
dc.identifier.journalCOMPUTERS & EDUCATIONen_US
dc.citation.volume49en_US
dc.citation.issue3en_US
dc.citation.spage691en_US
dc.citation.epage707en_US
dc.contributor.department資訊工程學系zh_TW
dc.contributor.departmentDepartment of Computer Scienceen_US
dc.identifier.wosnumberWOS:000247852800009-
dc.citation.woscount26-
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