Automatic Generation of Students’ Conceptual Models from Answers in Plain Text

Pérez‐Marín, Diana; Alfonseca, Enrique; Rodríguez, Pilar; Pascual-Nieto, Ismael

doi:10.1007/978-3-540-73078-1_39

Cited by 8 publications

(11 citation statements)

References 2 publications

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“…It is the adaptive version of Atenea (Alfonseca et al, 2004) and it is currently integrated in the Will Tools to automatically generate students' conceptual models (Pe´rez-Marı´n et al, 2007).…”

Section: Willowmentioning

confidence: 99%

Computer-assisted assessment of free-text answers

Marín

Pascual-Nieto

Rodríguez

2009

The Knowledge Engineering Review

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The automatic assessment of students' free-text answers has recently received much attention, due to the necessity of exploring and taking advantage of new and more complex computer-based assessment methods. In this paper, a review of the state-of-art of the field is presented, focusing on the techniques that underpin these systems and their evaluation metrics. Although there is still a long way to go so as to reach the ideal system, the fact that the existing systems are already being used commercially and as a second opinion in exams such as GMAT proves the uptake of this field.

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Section: Willowmentioning

confidence: 99%

Computer-assisted assessment of free-text answers

Marín

Pascual-Nieto

Rodríguez

2009

The Knowledge Engineering Review

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“…The results were superior when compared to previous software. Perez-Marin et al (7) proposed the use of concept maps to automatically generate students' conceptual models from plain text answers. These conceptual models can provide teachers with an insight into the students' conceptual understanding of the material being taught.…”

Section: Mind Maps In Educationmentioning

confidence: 99%

“…The use of mind maps in educational environments has been widely researched with many reporting the benefits of using mind maps in understanding information and learning processes (4)(5)(6)(7) . Based on this, mind maps could be used to support communication participants in learning about themselves and other participants.…”

Section: Introductionmentioning

confidence: 99%

Supporting Interpersonal Communication Using Mind Maps

Flanagan

Yin

Inokuchi

et al. 2013

The Journal of Information and Systems in Education

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Engaging in initial communication interactions with an unknown partner for the first time can be a daunting task. Participants often use several different strategies, including an active strategy involving getting to know their communication partners through asking other people about them. However, this strategy might not always be possible. To resolve the situation when this strategy is not suitable, we propose a method to extract keywords from the partner's comments on SNS sites and use these comments to represent their interests and activities. Keywords are visualized as a mind map for use as a communication tool when engaging in interpersonal communications. The use of this method is demonstrated and evaluated in three examples that were created from real world data collected from Twitter.

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“…A concept/topic hierarchy is a tree structure built on the basis of conceptual relationships in a domain (Cook and Kay 1994;Bull 2006, 2007). Concept maps have also been used for OSM (Dimitrova 2003;Perez-Martin et al 2007), but they are more complicated and may be difficult to design and understand (Mabbott and Bull 2006).…”

Section: Supporting Self-assessment With Open Student Modelsmentioning

confidence: 99%

Fifteen years of constraint-based tutors: what we have achieved and where we are going

Mitrović

2011

User Model User-Adap Inter

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Fifteen years ago, research started on SQL-Tutor, the first constraintbased tutor. The initial efforts were focused on evaluating Constraint-Based Modeling (CBM), its effectiveness and applicability to various instructional domains. Since then, we extended CBM in a number of ways, and developed many constraint-based tutors. Our tutors teach both well-and ill-defined domains and tasks, and deal with domain-and meta-level skills. We have supported mainly individual learning, but also the acquisition of collaborative skills. Authoring support for constraint-based tutors is now available, as well as mature, well-tested deployment environments. Our current research focuses on building affect-sensitive and motivational tutors. Over the period of fifteen years, CBM has progressed from a theoretical idea to a mature, reliable and effective methodology for developing effective tutors.

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Automatic Generation of Students’ Conceptual Models from Answers in Plain Text

Cited by 8 publications

References 2 publications

Computer-assisted assessment of free-text answers

Computer-assisted assessment of free-text answers

Supporting Interpersonal Communication Using Mind Maps

Fifteen years of constraint-based tutors: what we have achieved and where we are going

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