Training by exploration: facilitating the transfer of procedural knowledge through analogical reasoning

This study compared exploration-based training and instruction-based training as methods of acquiring and transferring procedural device knowledge, and examined whether any differences in learning outcomes could be explained by the trainees' use of analogical reasoning from either abstract or concrete representations of devices in memory. The exploration trainees experimented with three analogous simulated devices in order to discover the procedures governing their operations, whereas the instructed trainees followed procedural examples contained in manuals. After a 2-day post-training delay, trainees were exposed to a novel transfer device, which was either analogous or disanalogous to the three training devices. Performance on the novel device, subjects' perceptions of the similarity among devices' functions and subjects' recall (written and behavioural) of the three training devices' operations, all provided data indicating that exploration-based training promoted the use of analogical reasoning in knowledge transfer and facilitated the induction of abstract device representations (schemas). No such claim could be made for instruction-based training. Implications for the future of exploration as a training method and suggestions for future research are discussed.     

Moderating role of reading comprehension in children's word learning with context versus pictures

We investigated pictorial versus contextual support effects over and above teaching of definitions on children's word learning and retention as well as the moderating role of reading comprehension. In a between-subject pre-post-retention test control group design, Dutch fourth graders learned concrete and abstract Dutch words. The context group received definitions and context sentences, the picture group received definitions and pictures, and the control group only received definitions. Children in the picture group outperformed children in the context group but not the control group on all words directly after learning. This learning gain, however, disappeared over time because participants in the context group retrieved the word meanings better than in the other groups 1 day later. Interestingly, reading comprehension moderated the forgetting effect, as low comprehenders in the experimental groups forgot less than those in the control group. Adding pictures to definitions, thus, leads to richer long-term knowledge for low comprehenders.     

Exploring the Individual's Behavior on Self-Disclosure Online

Even though the ubiquity of technology can make many aspects of life more convenient, it may simultaneously raise some concerns about the privacy issues related to personal information. This research focused on the individual's behavior toward self-disclosure online and his or her cognition on personal privacy that was affected by not only the personal psychological factors but also the individual's computer knowledge and associated skills. To study how technological and psychological factors can simultaneously affect one's privacy concern and restrain behavior on disclosure, this study applied both perceived privacy and privacy concern to assess such factors as personal subjective attitude, computer self-efficacy, and perceived behavioral control to investigate the technological influence. A hypothesized model was proposed to describe the relationships among these constructs. After structural equation modeling is utilized to analyze the proposed hypotheses, the research findings showed that, although the perceived behavioral control had a negative effect on self-disclosure online, all the other hypotheses indicated a positive casual effect.     

Harnessing collective knowledge inherent in tag clouds

Tagging systems represent the conceptual knowledge of a community. We experimentally tested whether people harness this collective knowledge when navigating through the Web. As a within‐factor we manipulated people's prior knowledge (no knowledge vs. prior knowledge that was congruent/incongruent to the collective knowledge inherent in the tags). As between‐factor we manipulated whether people had tag clouds available or not. In line with the Information Foraging Theory and with the Co‐Evolution Model of individual learning and collective knowledge building, we found that people's prior knowledge and tag clouds influenced their navigation. Tags which were congruent with people's prior knowledge had a higher probability of being selected. A knowledge test showed that participants adapted their individual conceptual knowledge to the collective knowledge. This incidental learning shows that people harness collective knowledge just by navigation with tag clouds.     

基于交通领域知识网络的词汇语义相似度计算

针对传统基于wordnet的词汇语义相似度计算方法中隔离抽象词汇和具象词汇,以及片面依赖上下义关系的不足,提出了基于交通领域知识网络的词汇语义相似度计算方法.基于上下义、工具-工具对象、部件-整体等概念关系准则构建了交通词汇的知识网络图谱,提出了修正的平均路径长度参量计算网络中词汇的语义相似度,得到更高的语义一致性结果.实验表明,在Finkelstein的353对词汇集上,本文算法能够获得比传统方法更符合人工判断的语义相似度.     

基于事件本体的突发事件领域知识建模

基于本体的知识建模方法有很多,在某些特定领域采用传统的本体建模方法存在着一些不足。以突发事件领域为例,提出了基于事件本体的知识建模方法。该模型分为上层事件类、下层事件类和事件实例,上层事件类描述的抽象的事件的分类体系,下层事件类是通过事件类关系组成的事件格结构。该模型不仅可以描述事件的时间、地点、对象等要素,还能描述事件类之间的关系。采用本体建模工具Protégé来构建突发事件领域本体,并以“恐怖袭击”作为实例验证了该模型的可用性。研究结果表明,该模型可以清晰地描述事件类的完整性,语义清晰,扩展性强。     

Are you ready for knowledge sharing? An empirical study of virtual communities

This study aimed to explore the relationship between knowledge sharing intentions and the perceptions of individual technology users who are members of virtual communities. We characterized learners' perceptions of new technological products or services by including both an individual's psychological state of readiness to accept technology and also compatibility as factors affecting technology acceptance. By adopting virtual communities as samples for this empirical study, the Technology Acceptance Model, Technology Readiness Index, and the factor of compatibility were integrated in order to explore users' perceptions of technology. We analyzed the responses of 218 participants from these virtual communities using structural equation modeling. The empirical results showed that an individual's positive attitude, such as optimism, toward the Technology Readiness Index positively affects acceptance of technology; an individual's negative perception of the Technology Readiness Index, such as discomfort, has a negative effect on his or her sense of the perceived ease of technology and compatibility in regard to prior experience and technology. A sense of insecurity toward the new technology also showed a significant effect on the individual's perceptions of the usefulness of technology. The results of this research demonstrated that improving an individual's degree of adaptability to technology could increase knowledge-sharing intentions in virtual communities. Meanwhile, the degree of the individual's discomfort with technology did not hinder knowledge-sharing intentions.     

Knowledge reuse through electronic repositories: A study in the context of customer service support

Organizations are implementing electronic repository systems to facilitate knowledge reuse but with varying degrees of success. There is a lack of understanding of how individual and technical factors interact in determining knowledge reuse and the performance benefits that could be derived from electronic knowledge repositories. We proposed a model to explain the impact of user motivation and the user's perception of the value of the available knowledge repository on knowledge reuse and the individual's performance benefits through using the system. Through a field survey, we found that perceived knowledge repository capability and intrinsic motivation positively affected knowledge reuse, which in turn impacted the benefits derived from using the system. We also found that perceived knowledge repository capability moderated the relationship between extrinsic reward and knowledge reuse.     

Teamwork: can it equip university science students with more than rigid subject knowledge?

This study is two-fold in that it is directed at understanding the influence of group constitution on group function as well as the influence of teamwork and cooperative learning on the individual's perception of the subject. Both qualitative and quantitative research methods were used to collect data. The quantitative method used, entailed the use of a self administered questionnaire. Belbin's team role test (Interplace) was used to constitute the teams. Unstructured interviews were used to collect the qualitative data. Computer Science students, in their third academic year, were placed in groups (or teams) at the onset of the course using Belbin's team role concept. Rather than presenting conventional lectures, students were expected to come prepared to class and to discuss personal insights gained through individual learning in a group situation. The role of the lecturer became the role of a facilitator. Access to the Internet and World Wide Web, allowed students to research topics for a presentation. E-mail enabled students to communicate freely with group members and the lecturer. The majority of students indicated that working in teams contributed to their understanding of the subject, that they gained on a personal and social level and that they have learned more in the group than they would have by learning individually. This method of teaching results in the development of positive intergroup relations and desirable prosocial behaviours which can possibly bridge the gap between tertiary education and the job market. The fact that students now seem to enjoy learning more makes this approach to learning worthy of pursuit. Present structures of our examinations are failing to adequately test the dimensions of learning we wish them to.     

基于知识图谱的智能问答意图识别联合模型

针对现有意图识别联合模型在专业领域知识图谱问答中容易发生识别领域实体以及问句分类错误的情况,提出一个结合了领域知识图谱的意图识别联合模型。该模型有三步,将领域知识图谱中实体对应的本体标签以及本体间关系导入训练数据集,形成包含本体标签的知识文本以及额外包含本体关系的知识文本图;通过字符级嵌入和位置信息嵌入将包含了本体标签的知识文本转化成嵌入表示并依据知识文本图创建实体关系可视矩阵,明确知识文本各成分的相关程度;将嵌入表示和实体关系可视矩阵输入模型编码层进行模型的训练。以高速列车领域知识图谱为例,经过准确率和召回率的验证,以该方法训练出的模型在高速列车领域问答数据集的意图识别任务上取得了更好的表现。     

An adaptation algorithm for an intelligent natural language tutoring system

The focus of computerised learning has shifted from content delivery towards personalised online learning with Intelligent Tutoring Systems (ITS). Oscar Conversational ITS (CITS) is a sophisticated ITS that uses a natural language interface to enable learners to construct their own knowledge through discussion. Oscar CITS aims to mimic a human tutor by dynamically detecting and adapting to an individual's learning styles whilst directing the conversational tutorial. Oscar CITS is currently live and being successfully used to support learning by university students. The major contribution of this paper is the development of the novel Oscar CITS adaptation algorithm and its application to the Felder–Silverman learning styles model. The generic Oscar CITS adaptation algorithm uniquely combines the strength of an individual's learning style preference with the available adaptive tutoring material for each tutorial question to decide the best fitting adaptation. A case study is described, where Oscar CITS is implemented to deliver an adaptive SQL tutorial. Two experiments are reported which empirically test the Oscar CITS adaptation algorithm with students in a real teaching/learning environment. The results show that learners experiencing a conversational tutorial personalised to their learning styles performed significantly better during the tutorial than those with an unmatched tutorial.     

“StoryWeb”: A storytelling‐based knowledge‐sharing application among multiple stakeholders

The research objective of this paper is to develop a storytelling‐based knowledge‐sharing application that enables users to co‐create their own stories for both individuals and groups. To address this, a design science research methodology was applied for elucidating users' requirements. As empirical evidence, a case study was conducted on the children's book industry to synthesize a knowledge‐sharing design application named “StoryWeb”. Usability tests were conducted to reconfigure users' feedback and suggestions after two StoryWeb prototypes were developed. This study makes three main contributions. First, it empirically tests individual's or group's creativity and co‐creation by a view of knowledge sharing. Second, it methodologically applies a design thinking approach into a knowledge‐sharing study. Third, it also practically suggests feasible guidelines for the creativity and innovation research community on which features of storytelling‐based applications can be configured.     

COMPUTERIZED METHODOLOGY FOR THE EVALUATION OF LEVEL OF KNOWLEDGE

This article considers, the problem of a formal representation and identification of an individual's level of knowledge. Knowledge is considered as the systematic structurization of information received in perception. The computer implemented methodology reported here includes

? Representation of the initial information (data) in the form of interlinked information structures producing a systematic hierarchical dynamic network.

? Relative evaluations of the level of each individual's knowledge in terms of their semantic network's macrosystemic informational complexity (MC).

The results of an empirical study utilizing this methodology is reported. 331 high school students from eleven classrooms completed a pair-wise similarity rating task of ten mathematics terms along with a standardized math achievement test. The information contained in the similarity data was given an algorithmic representation, which in turn yielded a minimal spectrum of the information nodes making up a systemic representation in the form of a hierarchical network. The prospects of tailoring this methodology such that a student could receive graphical feedback and numerical evaluations of their level of knowledge is discussed. This approach clearly has applications in the areas of computer-based learning and intelligent computer-assisted instruction. The novelty of the solutions to the problems addressed by this work include

? A direct informational measure of the generation of knowledge.

? Computer-based restoration of the logical connections made in the process of reflection and accommodation (which introduces the possibility to control and monitor this process).

? A modern mathematical method, based on the identification of an informational law for concrete objects, which can represent the latent bound information harbored in systems of dynamic structure.

? An objective evaluation of the logical connections within a hierarchical network in terms of Me.

This approach introduces a new research tool to cognitive science, cognitive psychology, educational psychology, and other related fields of study.     

Process assessment in dynamic testing using electronic tangibles

Task solving processes and changes in these processes have long been expected to provide valuable information about children's performance in school. This article used electronic tangibles (concrete materials that can be physically manipulated) and a dynamic testing format (pretest, training, and posttest) to investigate children's task solving processes and changes in these processes as a result of training. We also evaluated the value of process information for the prediction of school results. Participants were N = 253 children with a mean age of 7.8 years. Half of them received a graduated prompts training; the other half received repeated practice only. Three process measures were used: grouping behaviour, verbalized strategies, and completion time. Different measures showed different effects of training, with verbalized strategies showing the largest difference on the posttest between trained and untrained children. Although process measures were related to performance on our dynamic task and to math and reading performance in school, the amount of help provided during training provided the most predictive value to school results. We concluded that children's task solving processes provide valuable information, but the interpretation requires more research.     

Language,tranning, and experience in information system assessment

This paper proposes a framework of models for making information system assessments and provides empirical evidence relevant to the framework. Perceptions of the decision language and degree of structure appropriate to each model are tested, as are the impact of training and experience on the perceived usefulness of various assessment models. Results indicate that assessment models primarily based on quantitative language were perceived as more useful when executed as structured procedures, and models primarily based on qualitative language were perceived as more useful when executed as unstructured procedures. In addition, perceptions of a decision model's usefulness were affected by participants' training and experience. The findings suggest that no single model is perceived as rich enough to encompass a full range of decision languages and procedures, and that the perceived usefulness of any given model depends on an individual's training and experience. Triangulation and dialectic inquiry are suggested as possible multimodel strategies useful in enriching information system assessment practice.     

Understanding emotional bond between the creator and the avatar: Change in behavioral intentions to engage in alcohol-related traffic risk behaviors

This study examines the joint impact of an individual's relationship with his or her avatar and negative consequences to the avatar on changing the individual's behavioral intentions (BI) in terms of alcohol-impaired driving. One hundred eleven participants volunteered to participate in several experimental conditions where the degree of choice of avatar features and the degree of control of the avatar's actions were manipulated in Second Life, an immersive 3D virtual environment. Participants who were allowed to customize their avatars viewed their avatars not only more similar but also emotionally closer to themselves, and perceived their avatars to be physically more attractive than those who were assigned basic avatars. After observing a car crash caused by drunk driving, participants in the choice and control condition were more likely to change BI positively when they identified their avatars to be similar to themselves, and regarded their avatars more attractive. Furthermore, participants who were allowed to control their avatars were more likely to attribute the responsibility of the car accident to themselves than those who observed someone else's avatar playing. Implications for the use of virtual reality games in promoting healthy behaviors are discussed in detail.     

The effects of an office ergonomics training and chair intervention on worker knowledge, behavior and musculoskeletal risk

A large-scale field intervention study was undertaken to examine the effects of office ergonomics training coupled with a highly adjustable chair on office workers’ knowledge and musculoskeletal risks. Office workers were assigned to one of three study groups: a group receiving the training and adjustable chair (n=96), a training-only group (n=63), and a control group (n=57). The office ergonomics training program was created using an instructional systems design model. A pre/post-training knowledge test was administered to all those who attended the training. Body postures and workstation set-ups were observed before and after the intervention. Perceived control over the physical work environment was higher for both intervention groups as compared to workers in the control group. A significant increase in overall ergonomic knowledge was observed for the intervention groups. Both intervention groups exhibited higher level behavioral translation and had lower musculoskeletal risk than the control group.     

The influence of intrinsic and extrinsic motivation on individuals' knowledge sharing behavior

A major challenge in knowledge management involves motivating people to share knowledge with others. The objective of this study is to deepen our understanding of how to influence an individual's tendency to engage in knowledge sharing behavior in a team setting. Specifically, we investigate the effects of intrinsic motivation (altruism) and extrinsic motivation (economic reward, reputation feedback and reciprocity) on knowledge sharing (number of ideas generated, idea usefulness, idea creativity and meeting satisfaction) in a group meeting. Results of our experiment show that a knowledge management system with built-in reputation feedback is crucial to support successful knowledge sharing.     

Investigating attributes affecting the performance of WBI users

Numerous research studies have explored the effect of hypermedia on learners' performance using Web Based Instruction (WBI). A learner's performance is determined by their varying skills and abilities as well as various differences such as gender, cognitive style and prior knowledge. In this paper, we investigate how differences between individuals influenced learner's performance using a hypermedia system to accommodate an individual's preferences. The effect of learning performance is investigated to explore relationships between measurement attributes including gain scores (post-test minus pre-test), number of pages visited in a WBI program, and time spent on such pages. A data mining approach was used to analyze the results by comparing two clustering algorithms (K-Means and Hierarchical) with two different numbers of clusters. Individual differences had a significant impact on learner behavior in our WBI program. Additionally, we found that the relationship between attributes that measure performance played an influential role in exploring performance level; the relationship between such attributes induced rules in measuring level of a learners' performance.     

基于情境学习的射孔仿真培训系统应用研究

由于传统的仿真培训中只能通过鼠标的点击与键盘进行交互,存在着现场感缺乏以及用户体验不足等缺点,针对油田射孔岗位仿真培训中的交互问题,提出了应用情境学习理论结合体感交互技术的仿真培训系统。通过将Unity与体感交互技术结合,学习者可以运用手势与姿势来实现与仿真培训系统的交互操作。结合应用这一技术可以使得学习者能够在更逼真的虚拟学习环境中尽情的体会和学习,满足学习者的体验和参与需求,可以有效促进学习者从具体的感知经验上升到抽象的知识概念,为教学培训的顺利开展创设有利的条件。