An Enhanced Learning Diagnosis Model Based on Concept-Effect Relationships with Multiple Knowledge Levels

Autor/inn/en	Chu, Hui-Chun; Hwang, Gwo-Jen; Huang, Yueh-Min
Titel	An Enhanced Learning Diagnosis Model Based on Concept-Effect Relationships with Multiple Knowledge Levels
Quelle	In: Innovations in Education and Teaching International, 47 (2010) 1, S.53-67 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
Schlagwörter	Test Results; Teaching Methods; Elementary School Students; Elementary School Teachers; Educational Experiments; Pretests Posttests; Experimental Groups; Control Groups; Mathematics Instruction; Mathematical Concepts; Mathematics Achievement; Learning Processes; Educational Assessment; Educational Testing; Student Evaluation; Models; Difficulty Level; Educational Diagnosis; Concept Mapping; Computer Assisted Testing; Educational Technology; Computer Software; Computer Software Evaluation; Programming; Feedback (Response); Taiwan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulversuch; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning process; Lernprozess; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Analogiemodell; Schwierigkeitsgrad; Pedagogical diagnostics; Pädagogische Diagnostik; Concept Map; Unterrichtsmedien; Softwareanalyse; Programmierung
Abstract	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. (Contains 1 note, 2 tables, and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10