Helping Teachers to Analyze Big Sets of Concept Maps
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| Název: | Helping Teachers to Analyze Big Sets of Concept Maps |
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| Autoři: | Michele La Barbera, Filippo Sciarrone, Marco Temperini |
| Zdroj: | Lecture Notes in Computer Science ISBN: 9783031328824 |
| Informace o vydavateli: | Springer Nature Switzerland, 2023. |
| Rok vydání: | 2023 |
| Témata: | concept maps, learning, cognitive traits |
| Popis: | We present a framework devised to help teachers analysing a collection of learners’ concept maps, with the aim to give priority to maps that could reveal learners’ cognitive problems, irrespective of the actual validity of the maps. The framework offers a 3-D visualization of maps’ features, that can be the more useful, the greater is the number of students. We present the framework, its measures, and its prototypical implementation. We investigated the perceived usefulness of the framework, and the cognitive traits that it could point out, through a questionnaire answered by a sample of teachers. The results are overall positive, and may allow for further study and experimentation. |
| Druh dokumentu: | Part of book or chapter of book Conference object |
| Popis souboru: | application/pdf |
| Jazyk: | English |
| DOI: | 10.1007/978-3-031-32883-1_28 |
| Přístupová URL adresa: | https://hdl.handle.net/11573/1708428 https://doi.org/10.1007/978-3-031-32883-1_28 |
| Rights: | Springer Nature TDM |
| Přístupové číslo: | edsair.doi.dedup.....66d717207a3982889e3d28e5da4fd1b4 |
| Databáze: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstrakt: | We present a framework devised to help teachers analysing a collection of learners’ concept maps, with the aim to give priority to maps that could reveal learners’ cognitive problems, irrespective of the actual validity of the maps. The framework offers a 3-D visualization of maps’ features, that can be the more useful, the greater is the number of students. We present the framework, its measures, and its prototypical implementation. We investigated the perceived usefulness of the framework, and the cognitive traits that it could point out, through a questionnaire answered by a sample of teachers. The results are overall positive, and may allow for further study and experimentation. |
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| DOI: | 10.1007/978-3-031-32883-1_28 |