Development and Analysis of an Enhanced Multi-Expert Knowledge Integration System for Designing Context-Aware Ubiquitous Learning Contents
ARTICLE
Gwo-Haur Hwang, National Yunlin University of Science and Technology, Douliou, Taiwan ; Beyin Chen, Ling Tung University, Taichung, Taiwan ; Shiau-Huei Huang, iReach Marketing Pty Ltd, Taichung City, Taiwan
IJDET Volume 16, Number 4, ISSN 1539-3100 Publisher: IGI Global
Abstract
This article describes how in context-aware ubiquitous learning environments, teachers must plan a theme and design learning contents to provide complete knowledge for students. Knowledge acquisition, which is an approach for helping people represent and organize domain knowledge, has been recognized as a potential way of guiding teachers to develop real-world context-related learning contents. However, previous studies failed to address the issue that the learning contents provided by multiple experts or teachers might be redundant or inconsistent; moreover, it is difficult to use the traditional knowledge acquisition method to fully describe the complex real-world contexts and the learning contents. Therefore, in this article, a multi-expert knowledge integration system with an enhanced knowledge representation approach and Delphi method has been developed. From the experimental results, it is found that the teachers involved had a high degree of acceptance of the system. They believe that it can unify the knowledge of many teachers.
Citation
Hwang, G.H., Chen, B. & Huang, S.H. (2018). Development and Analysis of an Enhanced Multi-Expert Knowledge Integration System for Designing Context-Aware Ubiquitous Learning Contents. International Journal of Distance Education Technologies, 16(4), 31-53. IGI Global. Retrieved March 19, 2024 from https://www.learntechlib.org/p/186724/.
Keywords
References
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