The Experts below are selected from a list of 11361 Experts worldwide ranked by ideXlab platform
Lingjiun Duh - One of the best experts on this subject based on the ideXlab platform.
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personalized web based tutoring system based on fuzzy item response theory
Expert Systems With Applications, 2008Co-Authors: Lingjiun DuhAbstract:With the rapid growth of computer and Internet technologies, e-learning has become a major trend in the computer assisted teaching and learning field. Previously, many researchers put effort into e-learning systems with personalized learning mechanism to aid on-line learning. However, most systems focus on using learner's behaviors, interests, and habits to provide personalized e-learning services. These systems commonly neglect to consider if learner ability and the difficulty level of the recommended Courseware are matched to each other. Frequently, unsuitable Courseware causes learner's cognitive overload or disorientation during learning. To promote learning effectiveness, our previous study proposed a personalized e-learning system based on Item response theory (PEL-IRT), which can consider both course material difficulty and learner ability evaluated by learner's crisp feedback responses (i.e. completely understanding or not understanding answer) to provide personalized learning paths for individual learners. The PEL-IRT cannot estimate learner ability for personalized learning services according to learner's non-crisp responses (i.e. uncertain/fuzzy responses). The main problem is that learner's response is not usually belonging to completely understanding or not understanding case for the content of learned Courseware. Therefore, this study developed a personalized intelligent tutoring system based on the proposed fuzzy item response theory (FIRT), which could be capable of recommending Courseware with suitable difficulty levels for learners according to learner's uncertain/fuzzy feedback responses. The proposed FIRT can correctly estimate learner ability via the fuzzy inference mechanism and revise estimating function of learner ability while the learner responds to the difficulty level and comprehension percentage for the learned Courseware. Moreover, a Courseware modeling process developed in this study is based on a statistical technique to establish the difficulty parameters of Courseware for the proposed personalized intelligent tutoring system. Experiment results indicate that applying the proposed FIRT to web-based learning can provide better learning services for individual learners than our previous study, thus helping learners to learn more effectively.
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a personalized Courseware recommendation system based on fuzzy item response theory
IEEE International Conference on e-Technology e-Commerce and e-Service, 2004Co-Authors: Chih-ming Chen, Lingjiun Duh, Chaoyu LiuAbstract:With the rapid growth of computer and Internet technologies, e-learning has become a major trend in the computer assisted teaching and learning field currently. In past years, many researchers made efforts in developing e-learning systems with personalized learning mechanism to assist on-line learning. However, most of them focused on using learner's behaviors, interests, or habits to provide personalized e-learning services. These systems usually neglected to concern if learner's ability and the difficulty of Courseware are matched each other. Generally, recommending an inappropriate Courseware might result in learner's cognitive overhead or disorientation during a learning process. To promote learning efficiency and effectiveness, we present a personalized Courseware recommendation system (PCRS) based on the proposed fuzzy item response theory (FIRT), which can recommend Courseware with appropriate difficult level to learner through learner gives a fuzzy response of understanding percentage for the learned Courseware. Experiment results show that applying the proposed fuzzy item response theory to Web-based learning can achieve personalized learning and help learners to learn more effectively and efficiently.
Shuchiao Tsai - One of the best experts on this subject based on the ideXlab platform.
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implementing Courseware as the primary mode of task based esp instruction a case study of efl students
Computer Assisted Language Learning, 2015Co-Authors: Shuchiao TsaiAbstract:The study reports on implementing self-developed English for specific purposes (ESP) Courseware for technology industries in an elective course, “English reading for technology,” offered to junior students of English as a foreign language in a technical university in southern Taiwan. Courseware implementation was combined with a sustained-content language teaching (SCLT) approach and a task-based learning (TBL) approach was adopted. The course mainly focused on vocabulary, listening, and reading comprehension. Evaluation of implementing these information and communication technologies (ICTs) in ESP instruction was based upon data from a variety of pre-tests and post-tests including cloze, dictation, essay writing, and Q&A tests. The Courseware not only provided learning materials for the target ESP, but also offered content-based and linguistic learning activities with corresponding instant self-evaluation. These features offered by the Courseware both corresponded to the duel focus of the SCLT approach, ...
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integration of multimedia Courseware into esp instruction for technological purposes in higher technical education
Educational Technology & Society, 2012Co-Authors: Shuchiao TsaiAbstract:This study reports on integrating ESP (English for specific purposes) multimedia Courseware for semiconductor technology into instruction of three different language programs in higher education by using it as a silent partner. It focuses primarily on techniques and tools to motivate retention of under-prepared students in an EFL setting. The Courseware design was based on Mayer’s multimedia learning cognitive theory, and the language learning focus drew on Chapelle’s suggested criteria for development of multimedia CALL (computer-assisted language learning). This learner-centered instruction was compared with a traditional teacher-centered one without Courseware integration. Evaluation of the instruction was based upon data from pre- and post-tests, and two questionnaires related to students’ learning satisfaction and attitude. The results suggested that students in all three programs have benefited from the Courseware integration and were satisfied with practices for learning professional knowledge and English skills provided by the Courseware. Students in the weekend program of recurrent education who were both older and had greater work experience had a higher achievement on the posttest, showed better self-discipline, participation and motivation, made greater use of the multimedia, and had a better understanding of teaching goals and professional and English content, so that they were more competent in the ESP course using the multimedia Courseware. In addition, such a learner-centered instruction with Courseware integration was as good as that with the teacher-centered one and can offer a potential solution to overcome current problems in the development of ESP instruction in Taiwan.
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Courseware development for semiconductor technology and its application into instruction
Computer Education, 2009Co-Authors: Shuchiao TsaiAbstract:This study reports on the development of ESP (English for specific purposes) Courseware for semiconductor technology and its integration as a ''silent partner'' into instruction. This kind of team-teaching could help overcome current problems encountered in developing ESP in Taiwan. The content of the material under discussion includes general knowledge about fundamental theories, process technologies and applications within the semiconductor industry. In the design of the whole Courseware, five skills for learning English (listening, speaking, reading, writing, and translation) have been considered and a 3D multimedia technique has been used to promote learning interest, student engagement, and efficiency. The design of the Courseware endeavors to mainly follow principles by [Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press]. Students report they have benefited from the Courseware implementation. Initial evaluations suggest that students are satisfied with practices for learning professional knowledge and English skills provided by the Courseware. They report that the multimedia-assisted environment of the Courseware promotes learning effectiveness. Students with higher achievement on the posttest showed better participation and motivation, made greater use of the multimedia and had a better understanding of the English content so that they are more competent to function in a professional and learner-centered ESP course using the Courseware.
D. Kilis - One of the best experts on this subject based on the ideXlab platform.
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Personalized Courseware construction based on Web data mining
Proceedings of the First International Conference on Web Information Systems Engineering, 2000Co-Authors: R.w.h. Lau, D. KilisAbstract:In order to adapt the teaching in accordance to an individual student's ability in a distance learning environment, a method to construct personalized Courseware is proposed by building a personalized Web tutor tree and mining both context and structure of the Courseware. The concept of Web tutor objects and the notion of similarity are proposed. Five algorithms, including Naive Algorithm for tutor topic tree and Level-generate Algorithm to generate a Web tutor topic of K+1 levels, and the experimental results are presented
Emelia Akashah Patah Akhir - One of the best experts on this subject based on the ideXlab platform.
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development and usability study of multimedia Courseware for slow learners komputer saya
International Conference on Computer and Information Science, 2012Co-Authors: Norfarhana Abdollah, Wan Fatimah Wan Ahmad, Emelia Akashah Patah AkhirAbstract:The growth of learning Courseware which exploits the use of multimedia presents an active learning environment for the slow learners. This method of learning is proven to be an effective tool to be used to educate children with learning disability. This research was carried out to develop a multimedia Courseware namely “Komputer Saya”, which was specially designed for the slow learners. This Courseware integrates Special Education Syllabus for Learning Disabled with the learning multimedia theme. This paper discusses the framework used for the Courseware evaluation and results of the usability evaluation; efficiency, ease of learning and satisfaction attributes. The evaluation conducted was divided into two types; the first evaluation is known as user testing and the second one is heuristic evaluation. Eight slow learners from special education were selected as the participants for the first evaluation while four teachers and one parent were involved in heuristic evaluation. The results of the usability evaluation indicate that “Komputer Saya” can be used as a leaning tool for the slow learners as it meets the requirement for its usability in terms of efficiency, ease of learning and satisfaction.
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usability evaluation for komputer saya multimedia Courseware for slow learners
International Visual Informatics Conference, 2011Co-Authors: Norfarhana Abdollah, Wan Fatimah Wan Ahmad, Emelia Akashah Patah AkhirAbstract:Computer-based learning has been proven as an effective tool in education and implemented for its various advantages and capabilities. One of computer-based application is multimedia Courseware which has been increasingly developed not only for teaching and learning in normal class setting, but also proven beneficial for those with learning disabilities including slow learners. The aim of this research is to develop a multimedia Courseware namely 'Komputer Saya' consists of learning theme of multimedia, as referring to Special Education Syllabus for Learning Disabled. This paper discusses on the Courseware evaluation design and the quantitative results for the parts of usability and Courseware content evaluations. The evaluations have been conducted involving eight slow learners from special education for learning disabilities for user testing, while four teachers and one parent for heuristic evaluation. The results have shown that the Courseware has met the requirement for usability part on engaging of the multimedia elements, ease of learn of the Courseware design as well the suitability of the Courseware contents for slow learners. This analysis is believed can be beneficial for future reference and improvement for future research.
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multimedia Courseware for slow learners a preliminary analysis
International Symposium on Information Technology, 2010Co-Authors: Norfarhana Abdollah, Wan Fatimah Wan Ahmad, Emelia Akashah Patah AkhirAbstract:Emergences of technology had enabled the development of various innovative teaching-learning tools in education. The enjoyment offered by multimedia can increase learner's motivation and participation thus allowing them to retain the learning process in longer period compared to using traditional classroom method. As slow learners are difficult to maintain their learning attentions for long time span, multimedia Courseware is believe to assist them. This paper presents the findings from a preliminary analysis of slow learners conducted in special education schools. In this study, qualitative methodology using interview with special education teachers and class observations were conducted to understand the slow learner's teaching-learning situations as a whole. The key findings from the analysis are slow learner's learning interest and behavior while using computer and the potential that multimedia Courseware can bring in motivating and increasing their interest in learning. Several guidelines for designing multimedia Courseware for slow learners are proposed. Conceptual framework is also being illustrated in this paper as guide in conducting further research. All these preliminary findings will assist in designing multimedia Courseware and will successfully facilitate the slow learners as well as special education teachers.
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multimedia design and development in komputer saya Courseware for slow learners
International Conference on Computer Research and Development, 2010Co-Authors: Norfarhana Abdollah, Wan Fatimah Wan Ahmad, Emelia Akashah Patah AkhirAbstract:Multimedia offers lots of advantages in the field of education. With the ability to combine multiple media elements in a package, learning environment can be customized according to the learners to meet their individual learning requirements. Slow learners are individuals with limited cognitive abilities, whose thinking skills develop slower than the norm for their ages and have difficulties in learning. Researches have proven that these special individuals can gain advantages by incorporating multimedia into their learning. This paper is one part of research project of developing a multimedia Courseware to facilitate slow learner's learning in their special education class. In this paper, the design and development part of the multimedia Courseware for slow learners is discussed. The Courseware is developed based on ADDIE methodology and used Macromedia Flash as the main platform, as well as Adobe Illustrator and Adobe Photoshop for interfaces and graphics design. The developed Courseware will be based on the "Sukatan Pelajaran Pendidikan Khas Bermasalah Pembelajaran Sekolah Rendah & Menengah', which focus on functional academic skills based on the curriculum of Multimedia Component. Methodological development model and modules of the Courseware are presented in this paper.
Chih-ming Chen - One of the best experts on this subject based on the ideXlab platform.
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personalized curriculum sequencing utilizing modified item response theory for web based instruction
Expert Systems With Applications, 2006Co-Authors: Chih-ming Chen, Chaoyu Liu, Meihui ChangAbstract:Curriculum sequencing is an important research issue for Web-based instruction systems because no fixed learning pathway will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanism to assist on-line Web-based learning and adaptively provide learning pathways. However, although most personalized systems consider learner preferences, interests and browsing behavior in providing personalized curriculum sequencing services, these systems usually neglect to consider whether learner ability and the difficulty level of the recommended Courseware are matched to each other or not. Generally, inappropriate Courseware leads to learner cognitive overload or disorientation during learning, thus reducing learning effect. Besides, the problem of concept continuity of learning pathways also needs to be considered while implementing personalized curriculum sequencing. Smoother learning pathways increase learning effect, avoiding unnecessarily difficult concepts. This paper presents a prototype of personalized Web-based instruction system (PWIS) based on the proposed modified Item Response Theory (IRT) to perform personalized curriculum sequencing through simultaneously considering Courseware difficulty level, learner's ability and the concept continuity of learning pathways during learning. In the proposed modified IRT, the information function is revised to consider the concept continuity of learning pathway as well as considering the difficulty level of Courseware and individual learner ability. Experiment results indicate that applying the proposed modified IRT for Web-based learning can construct suitable learning pathway to learners for personalized learning, and help them to learn more effectively.
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a personalized Courseware recommendation system based on fuzzy item response theory
IEEE International Conference on e-Technology e-Commerce and e-Service, 2004Co-Authors: Chih-ming Chen, Lingjiun Duh, Chaoyu LiuAbstract:With the rapid growth of computer and Internet technologies, e-learning has become a major trend in the computer assisted teaching and learning field currently. In past years, many researchers made efforts in developing e-learning systems with personalized learning mechanism to assist on-line learning. However, most of them focused on using learner's behaviors, interests, or habits to provide personalized e-learning services. These systems usually neglected to concern if learner's ability and the difficulty of Courseware are matched each other. Generally, recommending an inappropriate Courseware might result in learner's cognitive overhead or disorientation during a learning process. To promote learning efficiency and effectiveness, we present a personalized Courseware recommendation system (PCRS) based on the proposed fuzzy item response theory (FIRT), which can recommend Courseware with appropriate difficult level to learner through learner gives a fuzzy response of understanding percentage for the learned Courseware. Experiment results show that applying the proposed fuzzy item response theory to Web-based learning can achieve personalized learning and help learners to learn more effectively and efficiently.
