Timely Diagnostic Feedback for Database Concept Learning

To efficiently learn database concepts, this work adopts association rules to provide diagnostic feedback for drawing an Entity-Relationship Diagram (ERD). Using association rules and Asynchronous JavaScript and XML (AJAX) techniques, this work implements a novel Web-based Timely Diagnosis System (W...

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Bibliographic Details
Published in:Educational Technology ＆ Society Vol. 16; no. 2; pp. 228 - 242
Main Authors: Lin, Jian-Wei, Lai, Yuan-Cheng, Chuang, Yuh-Shy
Format: Journal Article
Language:English
Published: Palmerston North International Forum of Educational Technology ＆ Society 01.04.2013
International Forum of Educational Technology & Society
Subjects:
Active learning
Comparative Analysis
Concept Teaching
Constructivism (Learning)
Diagnostic systems
Educational technology
Electronic learning
Error Correction
Feedback
Feedback (Psychology)
Feedback (Response)
Full Length Articles
Information Management
Interviews
JavaScript (Programming language)
Learning
Learning motivation
Methods
Misconception
Misconceptions
Posttests
Pretests
Pretests Posttests
Quasiexperimental Design
Questionnaires
Student attitudes
Study and teaching
Technology education
XML (Document markup language)
AJAX technique
Association rules
Timely diagnostic feedback
ISSN:1176-3647, 1436-4522, 1436-4522
Online Access:Get full text
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Summary:To efficiently learn database concepts, this work adopts association rules to provide diagnostic feedback for drawing an Entity-Relationship Diagram (ERD). Using association rules and Asynchronous JavaScript and XML (AJAX) techniques, this work implements a novel Web-based Timely Diagnosis System (WTDS), which provides timely diagnostic feedback whenever a learner encounters hurdles when learning database concepts. The WTDS provides crucial hints that help students rectify their misconceptions at each step to prevent prospective mistakes. To identify the learning effects of various feedback types, this work compares the proposed WTDS with systems providing other feedback types. The evaluation results demonstrate that all systems enhance learning achievement significantly. However, learning achievement of the class using the WTDS was significantly better than that of other classes, and the learning achievements of all cluster levels in the class using the WTDS were enhanced significantly. Finally, questionnaires and interviews were used to acquire student attitudes about the proposed system.
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ISSN:1176-3647
1436-4522
1436-4522