Kit-Build Concept Map for Automatic Diagnosis

Self Cite

Collaborative learning is an active teaching and learning strategy, in which learners who give each other elaborated explanations can learn most. However, it is difficult for learners to explain their own understanding elaborately in collaborative learning. In this study, we propose a collaborative use of a Kit-Build concept map (KB map) called "Reciprocal KB map". In a Reciprocal KB map for a pair discussion, at first, the two participants make their own concept maps expressing their comprehension. Then, they exchange the components of their maps and request each other to reconstruct their maps by using the components. The differences between the original map and the reconstructed map are diagnosed automatically as an advantage of the KB map. Reciprocal KB map is expected to encourage pair discussion to recognize the understanding of each other and to create an effective discussion. In an experiment reported in this paper, Reciprocal KB map was used for supporting a pair discussion and was compared with a pair discussion which was supported by a traditional concept map. Nineteen pairs of university students were requested to use the traditional concept map in their discussion, while 20 pairs of university students used Reciprocal KB map for discussing the same topic. The results of the experiment were analyzed using three metrics: a discussion score, a similarity score, and questionnaires. The discussion score, which investigates the value of talk in discussion, demonstrates that Reciprocal KB map can promote more effective discussion between the partners compared to the traditional concept map. The similarity score, which evaluates the similarity of the concept maps, demonstrates that Reciprocal KB map can encourage the pair of partners to understand each other better compared to the traditional concept map. Last, the questionnaires illustrate that Reciprocal KB map can support the pair of partners to collaborate in the discussion smoothly and that the participants accepted this method for sharing their understanding with each other. These results suggest that Reciprocal KB map is a promising approach for encouraging pairs of partners to understand each other and to promote the effective discussions. key words: collaborative learning, pair discussion, Kit-Build concept map, shared understanding

Section: Introductionmentioning

confidence: 99%

Reciprocal Kit-Build Concept Map: An Approach for Encouraging Pair Discussion to Share Each Other's Understanding

Wunnasri

Pailai

Hayashi

et al. 2018

Self Cite

“…The Kit-Build concept map (KB map) is a framework to realize automatic concept map assessment [7], [8]. In the KB map framework, a learner builds a concept map by using only a provided set of components, referred to as the set "kit".…”

Section: Concept Map Was Developed In 1972 In Novak Andmentioning

confidence: 99%

“…For the reason why we did not request learner to modify their previous concept map from reading situation but request for creating the new one, we aim to evaluate the concept map that learners constructed from their actual understanding in each learning situation. When learners completed all learner-build map construction, they were asked to answer a questionnaire (7).…”

Section: Map Productionmentioning

confidence: 99%

Validity of Kit-Build Method for Assessment of Learner-Build Map by Comparing with Manual Methods

Wunnasri

Pailai

Hayashi

et al. 2018

Self Cite

This paper describes an investigation into the validity of an automatic assessment method of the learner-build concept map by comparing it with two well-known manual methods. We have previously proposed the Kit-Build (KB) concept map framework where a learner builds a concept map by using only a provided set of components, known as the set "kit". In this framework, instant and automatic assessment of a learnerbuild concept map has been realized. We call this assessment method the "Kit-Build method" (KB method). The framework and assessment method have already been practically used in classrooms in various schools. As an investigation of the validity of this method, we have conducted an experiment as a case study to compare the assessment results of the method with the assessment results of two other manual assessment methods. In this experiment, 22 university students attended as subjects and four as raters. It was found that the scores of the KB method had a very strong correlation with the scores of the other manual methods. The results of this experiment are one of evidence to show the automatic assessment of the Kit-Build concept map can attain almost the same level of validity as well-known manual assessment methods.

“…Node at the bottom of the link is the cause of the node at the top of the link. Concept map is applied in the various learning situation for various purposes [12]- [14]. Most of these researches assume that students understand the "meaning of the relation" correctly and created concept maps reflect the students' understandings.…”

Section: Valid Causal Relation Graphmentioning

confidence: 99%

Understanding Support of Causal Relationship between Events in Historical Learning

Kojiri

Nate²,

Keitaro

2018

SUMMARYIn historical learning, to grasp the causal relationship between historical events and to understand factors that bring about important events are significant for fostering the historical thinking. However, some students are not able to find historical events that have causal relationships. The view of observing the historical events is different among individuals, so it is not appropriate to define the historical events that have causal relationships and impose students to remember them. The students need to understand the definition of the causal relationships and find the historical events that satisfy the definition according to their viewpoints. The objective of this paper is to develop a support system for understanding the meaning of a causal relationship and creating causal relation graphs that represent the causal relationships between historical events. When historical events have a causal relationship, a state change caused by one event becomes the cause of the other event. To consider these state changes is critically important to connect historical events. This paper proposes steps for considering causal relationships between historical events by arranging the state changes of historical people along with them. It also develops the system that supports students to create the causal relation graph according to the state changes. In our system, firstly, the interface for arranging state changes of historical people according to the historical events is given. Then, the interface for drawing the causal relation graph of historical events is provided in which state changes are automatically indicated on the created links in the causal relation graph. By observing the indicated state changes on the links, students are able to check by themselves whether their causal relation graphs correctly represent the causal relationships between historical events.