Using Concept Maps in Adaptive Knowledge Assessment

Anohina, Alla; Graudiņa, Vita; Grundspeņķis, Jānis

doi:10.1007/978-0-387-70761-7_40

Cited by 7 publications

(3 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…DesigMPS guides the student to achieve this through four stages of process modeling activities (A, B, C and D), in increasing order of difficulty. The stages were defined according to adaptive knowledge assessment on concept map (CM) tasks [32]. These CM tasks progressively assess the student's knowledge of a subject; this is possible because the software process models are, like the CM, used to represent and measure an individual's knowledge through graph visualization [33].…”

Section: A Game Flowmentioning

confidence: 99%

Experimental Evaluation of a Serious Game for Teaching Software Process Modeling

et al. 2015

View full text Add to dashboard Cite

Software process modeling (SPM) is an important area of software engineering because it provides a basis for managing, automating, and supporting software process improvement (SPI). Teaching SPM is a challenging task, mainly because it lays great emphasis on theory and offers few practical exercises. Furthermore, as yet few teaching approaches have aimed at teaching SPM by introducing innovative features, such as games. The use of games has mainly been focused on other areas of software engineering, for example software project management. In an attempt to fill this gap, this paper describes a formal experiment carried out to assess the learning effectiveness of a serious game (DesigMPS), designed to support the teaching of SPM, and to compare game-based learning with a project-based learning method. In the DesigMPS game, the student models a software process from an SPI perspective, based on the Brazilian SPI model (MPS.BR). The results indicate that playing the game can have a positive learning effect and results in a greater degree of learning effectiveness than does the project-based learning instructional method.Index Terms-Project-based learning, serious game, software engineering education, software process modeling. software process, software quality, project management, CASE tools, software development environment and information systems.

show abstract

Section: A Game Flowmentioning

confidence: 99%

Experimental Evaluation of a Serious Game for Teaching Software Process Modeling

et al. 2015

View full text Add to dashboard Cite

show abstract

“…However, two main groups of them are:  'fill-in-the-map' tasks where the structure of a CM is given, and a learner must fill it using the provided set of concepts and/or linking phrases  'construct-the-map' tasks where a learner must decide on the structure of a CM and its content by him/herself. Assessments based on "construct-the-map" tasks more accurately evaluate differences in the learners' knowledge structures and elicit higher-order cognitive processes [13]. "Construct-the-map" tasks are better than "fill-in the blank" tasks for capturing learners' partial knowledge.…”

Section: As a Knowledge Assessment Toolmentioning

confidence: 99%

Towards Formative Assessment of e-Learners Using Concept Map

Kumaran¹

2015

IJEEEE

View full text Add to dashboard Cite

The intention of this research was to automate the process of formative assessment of e-learners using concept map (CM). Formative assessment assesses the learners during the learning process and further modifies the current teaching process to improve the learner's outcome. It is specifically aimed at generating a performance feedback to improvise and accelerate learning. Formative assessment of the learners on the topics being taught is essential in an e-learning environment. Based on the learner's learning, the e-learning system can change / update the pedagogy, recommendations can be made for further study, and the learners' performance can be evaluated. In this paper, we propose CM based formative assessment of learners' learning. CM is an effective tool for determining what a learner knows in the topics covered. The CM constructed by the learner is mapped with the reference CM created by the subject expert. The experimental evaluation is presented and discussed.

show abstract

“…Thus, the patterns of the learner's solution which the algorithm was capable of recognizing are the following [15,16]:…”

Section: Evaluation Algorithmmentioning

confidence: 99%

Incremental Improvement of the Evaluation Algorithm in the Concept Map Based Knowledge Assessment System

Anohina

Viļķelis

Lukašenko

2009

INT J COMPUT COMMUN

Self Cite

View full text Add to dashboard Cite

The paper is devoted to the knowledge assessment system that has been developed at the Department of Systems Theory and Design of Riga Technical University for the last four years. The system is based on concept maps that allow displaying the knowledge structure of a particular learner in the form of a graph. Teacher's created concept maps serve as a standard against which learner's concept maps are compared. However, it is not correct to compare teacher's and learners' concept maps by examining the exact equivalence of relationships in both maps, because people construct knowledge in different ways. Thus, an appropriate mechanism is needed for the flexible evaluation of learners' concept maps. The paper describes the algorithm implemented in the concept map based knowledge assessment system and its evolution through four prototypes of the system.

show abstract

Using Concept Maps in Adaptive Knowledge Assessment

Cited by 7 publications

References 5 publications

Experimental Evaluation of a Serious Game for Teaching Software Process Modeling

Experimental Evaluation of a Serious Game for Teaching Software Process Modeling

Towards Formative Assessment of e-Learners Using Concept Map

Incremental Improvement of the Evaluation Algorithm in the Concept Map Based Knowledge Assessment System

Contact Info

Product

Resources

About