Ảnh bìa

Development and Evaluation of Adaptive Learning Support System Based on Ontology of Multiple Programming Languages

Đã lưu trong:
Xuất bản năm:Education Sciences vol. 15, no. 6 (2025), p. 724-755
Tác giả chính: Lalita, Na Nongkhai
Tác giả khác: Wang, Jingyun, Mendori Takahiko
Được phát hành:
MDPI AG
Những chủ đề:
Java
Ontology
Cognitive style
Semantic web
Python
Online tutorials
Distance learning
Skills
Programming languages
Query expansion
Computer programming
Knowledge
Personalized learning
Educational materials
Adaptive learning
Semantics
Learning Activities
Rating Scales
Influence of Technology
Distance Education
Experimental Groups
Addition
Learning Processes
Computers
Learning Theories
Learning Experience
Individualized Instruction
Instructional Materials
Cooperative Learning
Time
Syntax
Fundamental Concepts
Problem Solving
Integrated Activities
Educational Facilities Improvement
Classroom Environment
Educational Strategies
Truy cập trực tuyến:Citation/Abstract
Full Text + Graphics
Full Text - PDF
Các nhãn: Thêm thẻ
Không có thẻ, Là người đầu tiên thẻ bản ghi này!
Bài tóm tắt:This paper introduces an ontology-based approach within an adaptive learning support system for computer programming. This system is designed to deliver personalized programming exercises that are tailored to individual learners’ skill levels. This proposed framework utilizes an ontology, named CONTINUOUS, which encompasses common concepts across multiple programming languages. The system leverages this ontology not only to visualize programming concepts but also to provide hints during practice programming exercises and recommend subsequent programming concepts. The adaptive mechanism is driven by the Elo Rating System, applied in an educational context to dynamically estimate the most appropriate exercise difficulty for each learner. An experimental study compared two instructional modes, adaptive and random, based on six features derived from 1186 code submissions across all the experimental groups. The results indicate significant differences in four of six analyzed features between these two modes. Notably, the adaptive mode demonstrates a significant difference over the random mode in two features: the submission of correct answers and the number of pass concepts. Therefore, these results underscore that this adaptive learning support system may support learners in practicing programming exercises.
số ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15060724
Nguồn:Education Database