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Context 1
... address this concern and offer a simple example solution, a default graph can be automatically built from the textbook source files of any text authored in the Runestone system. A textbook is inherently structured into chapters and subsections, which can be used to create the graph structure (Figure 4). This automation offers default functionality of the assessment system without need of further authoring work. ...
Context 2
... key difference between a hand-crafted Concept Graph and one that is automatically generated from the book Table of Contents (TOC) is that this auto-generated graph will always be a tree structure (each node having only one parent), as seen in Figure 4. No question is featured in multiple subsections and no subsection is featured in multiple chapters. ...
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Citations
... In [Brusilovsky, 2013] In [Dragon, 2017], Dragon et al. presented the system for automated analysis that can harness the power of online, interactive textbook and practice systems to provide information about high-level conceptual understanding using a concept graph to educators. It presents a visualization using logged data to provide numeric estimates of a student's knowledge of course concepts, to support teachers and individual students. ...
Purpose-To advance Java programming educations, we have developed a Web-based Java programming learning assistant system (JPLAS). It offers the element fill-in-blank problem (EFP) for novice students to study Java grammar and basic programming skills by filling in the missing elements in a source code. An EFP instance can be generated by selecting an appropriate code, and applying the blank element selection algorithm. Since it is expected to cover broad grammar topics, a number of EFP instances have been generated. This paper proposes a recommendation function to guide a student solving the proper EFP instances among them. Design/methodology/approach-This function considers the difficulty level of the EFP instance and the grammar topics that have been correctly answered by the student, and is implemented at the offline answering function of JPLAS using JavaScript so that students can use it even without the Internet connections. Findings-To evaluate the effectiveness of the proposal, 85 EFP instances are prepared to cover various grammar topics, and are assigned to a total of 92 students in two universities in Myanmar and Indonesia to solve them using the recommendation function. Their solution results confirmed the effectiveness of the proposal. Originality/value-The concept of the difficulty level for an EFP instance is newly defined for the proper recommendation and the accuracy in terms of the average numbers of answer submission times among the students is verified.
