Analysis of Learning Effectiveness Based on Knowledge Graph

Abstract

Based on the construction of the knowledge map of "Data Structure and Programming" course, the data of PTA platform, rain class data, MOOC and other platforms are integrated, and the comparative analysis is carried out according to the different granularity of knowledge points, trying to find out students' learning difficulties and blind spots, so as to provide more specific and effective help for students' learning. At the same time, it provides the basis for the adjustment of the follow-up curriculum exercises, the targeted adjustment of the textbook and the concrete implementation of the teaching work.

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

“…KG visualization in education is a powerful approach that enhances comprehension, exploration, and engagement with complex educational content. For example, Tang et al [ 4 ] constructed a KG to visually represent the curriculum content system, integrate online learning resources to establish matching relationships between knowledge points and resources and help students quickly locate and understand the relationships between knowledge points. In Ref.…”

“… •Poor evaluation methodology. [ 4 ] Visual representation of the curriculum contents. N/A Schema-based Chinese University MOOC, PTA, and Rain Classroom.…”

“…Over recent years, one remarkable technological advancement has steadily asserted its prominence in education: Knowledge Graphs (KGs). These structured representations of knowledge have emerged as indispensable tools in education, catalysing advances driven by their increasingly recognized vital role in augmenting personalised learning, curriculum design, concept mapping, and educational content recommendation systems [ [1] , [2] , [3] , [4] ]. KGs are not a new concept; they have been utilized extensively in domains like healthcare [ 5 ], finance [ 6 ], transportation [ 7 ], business [ 8 ], and other domains [ [9] , [10] , [11] , [12] , [13] , [14] ].…”