Can LOD Based Question Generation Support Work in a Learning Environment for History Learning?

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  • Corentin JOUAULT
    Graduate School of Science, Osaka Prefecture University
  • Kazuhisa SETA
    Graduate School of Science, Osaka Prefecture University College of Sustainable System Sciences, Osaka Prefecture University
  • Yuki HAYASHI
    College of Sustainable System Sciences, Osaka Prefecture University

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<p>Concept map is utilized as a technique for classroom assessment widely. Educational researchers try to apply concept map to various learning situations and propose several methods for evaluating concept map. In this research, we categorize the evaluation method of concept map to three types. First is the structural scoring method that takes an interest to the structure of concept map. Second is the semantic interpretation method that gives precedence to the quality of proposition. The last method is the semantic comparison method that compares the propositions in the concept maps of learners with the ones of their teacher. From these type of methods, we choose the Novak and Gowin's method, McClure and Bell's method and Kit-Build concept map in our preliminary experiment for comparing these types of methods. The preliminary experiments are designed to find suitable situation for using Kit-Build concept map and confirm our hypothesis that Kit-Build is good for knowledge-sharing situation. We assigned two situations that are reading and teaching situation for the experiment. Reading situation is that the learners read material and build their own understanding while teaching situation is that they try to understand instructor's interpretation. From the experiment results, although Kit-Build concept map has limitations that it needs the teaching and the ideal map (goal map), Kit-Build concept map is more effective in teaching than reading situation because the provided nodes and links can help learners to recognize exist knowledge. In addition, it can help instructors to check their learners' understanding by using the group-goal difference map that is an automatic diagnose. While the semantic interpretation method is good for representing learners' own understanding but it cannot help learners to understand teacher's interpretation and it takes a long time to score learner maps. And the structural scoring method can be used in both situation. But it returns the results that cannot explain the learners' understanding clearly because this method ignores meaning.</p>

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