Abstract
This research is aimed to determine how cognitive apprenticeship framework could be utilized in designing and utilizing an ontology based cognitive support system (OBCSS). It is also aimed to evaluate the use of OBCSS in educational settings to determine how much mental effort is needed for students to use it and to determine whether use of OBCSS decreases disorientation and supports navigation as stated in literature. Scales are used to get perceived behavioral data from the participants. This data is used to investigate experiences of users who have gender and computer experience diversities. Personal information form, mental effort evaluation scale and perceived disorientation scale are used to collect data. Log data is collected from learners’ interaction with system. Sample of this study are fifth and sixth grade students at three state schools and one private school in Central Turkey. At the first phase, data is collected from 83 students, and this data is used for Reliability and Validity of the disorientation scale. At second phase data is collected from 89 students, and this data is used for the analysis of the OBCSS. System is evaluated by collecting data from real time users. According to results of statistical analyses, mental efforts of learners did not differ across gender, daily average computer and internet use, and frequency of internet use for studying. Similarly, perceived disorientation and perceived ease of use did not differ across gender, daily average computer and internet use and frequency for using internet to study. According to log data, OBCSS can provide different personalized learning paths based on the current knowledge of learners.
Highlights
As data on the web is constantly growing, it is a challenge for instructors and learners to reach out the resources appropriate to their needs, tasks or goals
Researchers explained the use of ontologies in educational environments and how the ontologies will be utilized in teaching
It is aimed to evaluate the use of ontology based cognitive support system (OBCSS) in educational settings to determine how much mental effort is needed for students to use it and to determine whether use of OBCSS decreases disorientation and supports navigation as stated in literature
Summary
As data on the web is constantly growing, it is a challenge for instructors and learners to reach out the resources appropriate to their needs, tasks or goals. Even if the resource is found, it is quite a challenge to further understand if requirements of teachers or students are met by using these resources. These problems were tackled with semantic web technologies in teaching and learning domain with the use of ontologies in educational environments (Aroyo & Dicheva, 2004; Cristea, 2004). In early 2000s, some researchers claimed that using ontologies in artificial intelligence and education will help solve problems faced in searching process (Mizoguchi & Bourdeau, 2000). Researchers explained the use of ontologies in educational environments and how the ontologies will be utilized in teaching. The use of ontologies in educational environments can be classified in three groups: Content access (Aroyo et al, 2002; Mitrovic and Devedzic, 2004; Lemnitzer et al, 2008; Lama et al, 2012), Content creation (Simon et al, 2004; Castello and Gauthier, 2006; Boyce and Pahl, 2007; Oprea, 2011; Manganello et al, 2013)
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