Measuring the Similarity of Concept Maps According to Pedagogical Criteria

Abstract

A concept map provides a graphic hierarchical means of representing how knowledge is structured in a domain. It visually organizes a set of concepts showing their mutual relations. An analysis of the similarities between two concept maps can produce significant results in any fields where Intelligent Knowledge Management is used, such as Healthcare, Policy Development, Energy and Waste Management, Resource Consumption Sustainability, Mobility, Safety, Citizen Empowerment, and, of course, Education. In an educational setting, a concept map conveys the various concepts connected by relations of dependence that a course must cover. However, the similarity between two concept maps for education has to be measured according to criteria that take into consideration the pedagogical properties of the maps, i.e., not only considering the structural aspects of the maps themselves. An automated analysis of the similarity between two concept maps can allow the teacher to reflect on different interpretations of the knowledge domain of a certain course as well as to assess how existing learning material can be implemented in a new course.Research into this aspect of concept mapping appears to be relatively scarce. This paper proposes criteria to assess the similarity of two concept maps, also based on pedagogical features, with the aim of providing teachers with better support during the course creation process. Each criterion is implemented through a specific measure function. The measures are then shown to be sensitive to their criterion rationale by evaluating them against a collection of random case studies.

A Semantic Approach to Ranking Techniques: Improving Web Page Searches for Educational Purposes

“…The PK attribute is the set of concepts directly connected to c (i.e., with ongoing edges to c). Prerequisite Knowledge has been valuable in addressing various problems in the retrieval and recommendation of resources in TEL [3], [22], [27], including the ranking of web pages [12]. Finally, the difficulty (DIFF) and the educational level (EL) of a concept tailor the search to those materials that the target audience can acquire appropriately.…”

A systematic literature review of knowledge graph construction and application in education

“…The synergistic integration of concept mapping, visualization techniques, and KGs has garnered significant attention for its potential to revolutionize the learning experience. Concept mapping, rooted in cognitive theories of learning, empowers students to visually organize complex information, thus fostering deeper understanding and retention [ 83 ]. When paired with visualization techniques, which offer a means to graphically represent intricate relationships, the potential for enhancing cognitive engagement becomes even more pronounced [ 84 , 85 ].…”