An ontology engineering approach to the realization of theory-driven group formation |
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Authors: | Seiji Isotani Akiko Inaba Mitsuru Ikeda Riichiro Mizoguchi |
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Affiliation: | (1) Department of Knowledge Systems, The Institute of Scientific and Industrial Research, Osaka University, 8-1 Mihogaoka, Ibaraki Osaka, 567-0047, Japan;(2) Department of Knowledge Science, Japan Advanced Institute of Science and Technology, 1-1 Asahidai, Nomi Ishikawa, 923-1292, Japan |
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Abstract: | One of the main difficulties during the design of collaborative learning activities is adequate group formation. In any type
of collaboration, group formation plays a critical role in the learners’ acceptance of group activities, as well as the success
of the collaborative learning process. Nevertheless, to propose both an effective and pedagogically sound group formation
is a complex issue due to multiple factors that influence group arrangement. The current (and previous) learner’s knowledge
and skills, the roles and strategies used by learners to interact among themselves, and the teacher’s preferences are some
examples of factors to be considered while forming groups. To identify which factors are essential (or desired) in effective
group formation, a well-structured and formalized representation of collaborative learning processes, supported by a strong
pedagogical basis, is desirable. Thus, the main goal of this paper is to present an ontology that works as a framework based
on learning theories that facilitate group formation and collaborative learning design. The ontology provides the necessary
formalization to represent collaborative learning and its processes, while learning theories provide support in making pedagogical
decisions such as gathering learners in groups and planning the scenario where the collaboration will take place. Although
the use of learning theories to support collaborative learning is open for criticism, we identify that they provide important
information which can be useful in allowing for more effective learning. To validate the usefulness and effectiveness of this
approach, we use this ontology to form and run group activities carried out by four instructors and 20 participants. The experiment
was utilized as a proof-of-concept and the results suggest that our ontological framework facilitates the effective design
of group activities, and can positively affect the performance of individuals during group learning. |
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