基于本体论的E-Learning环境中情形分析、情感激励和导航
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摘要
随着信息技术的飞速发展,在E-Learning的研究领域中,情形分析、情感激励和导航已逐渐成为该领域内的一个活跃的研究方向。它的目的是要通过分析学习者的学习情形,进一步分析学习者的情绪,以提供相应的情感激励和有效的学习导航,以激发学习者的学习兴趣,提高学习效率。
本文首先介绍了课题的研究背景和E-Learning环境中情形分析、情感分析和导航的研究现状等,总结了束缚E-Learning中情形分析、情感分析和导航发展的瓶颈问题。同时引入本体论概念,简介了本体在E-Learning中的应用。在此基础上,本文提出了E-Learning环境中基于本体的情形分析、情感激励和导航,具体内容如下:
1)提出了E-Learning环境中的情形本体模型。在该模型中,通过对E-Learning环境中的学习情形信息进行分类总结,利用本体论进行本体建模,使得各种情形信息能够有机的结合在一起,清晰地展现了概念、逻辑之间的内部联系和相互之间的依赖关系。另外,在情形本体模型的基础上,提出了个性化情形信息获取的方法,通过对个性化情形信息的及时更新,可以获取更为及时准确的情形信息。
2)提出了E-Learning环境中的本体规则推理情形分析处理模型。在该模型中,对用户的各类学习情形信息进行了分析和推理,以及时准确的判定出学习者的学习情形状态。在此基础上,又提出了本体规则推理情绪分析处理模型和本体规则推理实时性导航处理模型。在情形分析的基础上,分析不同情形状态下学习者的情绪,并针对不同情绪给出相应的情感激励。并根据学习者不同的情形、情绪,提供针对个人的实时性导航。
3)在情形本体模型和本体规则推理情形处理模型、本体规则推理情绪分析处理模型以及本体规则推理实时性导航处理模型基础上,利用相关的技术和工具,实现了一个基于本体的E—Learning环境中的情形分析、情感激励和导航系统,从实验角度验证了上述方法的合理性、有效性。
With the rapid development of the information technology, situation analysis, emotion encouragement and guide become a very active research direction in E-Learning field. It aims to analyze learner's emotion by analyzing their studying situation and provide emotion encouragement and effective study guide. It can stimulate learner's studying interest and raise learner's study efficiency.
First, we introduce the research background of the subject and the state of the art of this research, such as situation analysis, emotion analysis and learning guide in E-Learning environment. Then we give the concept of ontology and introduce the application in E-Learning field. On base of these, the methods of ontology based situation analysis, emotion encouragement and guide in E-Learning environment are presented. Concrete contents are as following:
1) A situation ontology model in the E-Learning environment is presented. In this model, all kindes of situation information are combined organicly by classifying the learning situation information and using the ontology. The concepts and the relationship of the learning information are emerged clearly and accurately. Besides, a method of extracting personalized situation information is presented on base of the situation ontology model. By updating the personalized situation information, the learning situation information can be got timely and accurately.
2) A situation processing model based on ontology rule reasoning in the E-Learning environment is presented. In the model, the learner's learning situation information is analyzed and reasoned, and the learner's learning situation can be concluded timely and accurately. Furthermore, the emotion analysis model and the learning guide model based on the ontology rule reasoning are also presented. The learner's emotion is analyzed on the base of the learning situation. And the real-time guide is provided according to the learning situation and emotion.
3) Basing on the situation ontology model, situation processing model based on the ontology rule reasoning, emotion analysis model and learning guide model, an ontology-based E-Learning system with situation analysis, emotion encouragement and learning guide is developed by using some techniques and tools. It can be used to prove the effectiveness of above approaches.
本文首先介绍了课题的研究背景和E-Learning环境中情形分析、情感分析和导航的研究现状等,总结了束缚E-Learning中情形分析、情感分析和导航发展的瓶颈问题。同时引入本体论概念,简介了本体在E-Learning中的应用。在此基础上,本文提出了E-Learning环境中基于本体的情形分析、情感激励和导航,具体内容如下:
1)提出了E-Learning环境中的情形本体模型。在该模型中,通过对E-Learning环境中的学习情形信息进行分类总结,利用本体论进行本体建模,使得各种情形信息能够有机的结合在一起,清晰地展现了概念、逻辑之间的内部联系和相互之间的依赖关系。另外,在情形本体模型的基础上,提出了个性化情形信息获取的方法,通过对个性化情形信息的及时更新,可以获取更为及时准确的情形信息。
2)提出了E-Learning环境中的本体规则推理情形分析处理模型。在该模型中,对用户的各类学习情形信息进行了分析和推理,以及时准确的判定出学习者的学习情形状态。在此基础上,又提出了本体规则推理情绪分析处理模型和本体规则推理实时性导航处理模型。在情形分析的基础上,分析不同情形状态下学习者的情绪,并针对不同情绪给出相应的情感激励。并根据学习者不同的情形、情绪,提供针对个人的实时性导航。
3)在情形本体模型和本体规则推理情形处理模型、本体规则推理情绪分析处理模型以及本体规则推理实时性导航处理模型基础上,利用相关的技术和工具,实现了一个基于本体的E—Learning环境中的情形分析、情感激励和导航系统,从实验角度验证了上述方法的合理性、有效性。
With the rapid development of the information technology, situation analysis, emotion encouragement and guide become a very active research direction in E-Learning field. It aims to analyze learner's emotion by analyzing their studying situation and provide emotion encouragement and effective study guide. It can stimulate learner's studying interest and raise learner's study efficiency.
First, we introduce the research background of the subject and the state of the art of this research, such as situation analysis, emotion analysis and learning guide in E-Learning environment. Then we give the concept of ontology and introduce the application in E-Learning field. On base of these, the methods of ontology based situation analysis, emotion encouragement and guide in E-Learning environment are presented. Concrete contents are as following:
1) A situation ontology model in the E-Learning environment is presented. In this model, all kindes of situation information are combined organicly by classifying the learning situation information and using the ontology. The concepts and the relationship of the learning information are emerged clearly and accurately. Besides, a method of extracting personalized situation information is presented on base of the situation ontology model. By updating the personalized situation information, the learning situation information can be got timely and accurately.
2) A situation processing model based on ontology rule reasoning in the E-Learning environment is presented. In the model, the learner's learning situation information is analyzed and reasoned, and the learner's learning situation can be concluded timely and accurately. Furthermore, the emotion analysis model and the learning guide model based on the ontology rule reasoning are also presented. The learner's emotion is analyzed on the base of the learning situation. And the real-time guide is provided according to the learning situation and emotion.
3) Basing on the situation ontology model, situation processing model based on the ontology rule reasoning, emotion analysis model and learning guide model, an ontology-based E-Learning system with situation analysis, emotion encouragement and learning guide is developed by using some techniques and tools. It can be used to prove the effectiveness of above approaches.
引文
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[2]Denis Helic.Managing Collaborative Learning Process in e-learning Applications.Proc.of the ITI 2007 29th Int.Conf.on Information Technology Interfaces,2007:345-350
[3]Hajime Saito,Takashi Maeda,Azuma Ohuchi.Study of Group-Learning Support based on Keyword-Map Structural Modeling.Proc.of the Inter.Conf.on Computers in Education,2002:255-256
[4]OMG.OMG Unified Modeling Language Specification,Version 1.5.available at http://www.omg.org/cgi-bin/doc?formal/03-03-01,2003
[5]M.Demtl,R.Motschnig-Pitrik.Patterns for Blended,Person-Centered Learning:Strategy,Concepts,Experiences,and Evaluation.Proc.ACM SAC'04,Nicosia,Cyprus,2004:916-923
[6]Michael Derntl,Karin A.Hummel.Modeling Context-Aware e-Learning Scenarios.Proc.of the 3rd Inter.Conf.on Pervasive Computing and Communications Workshops 2005:337-342
[7]Gwo-Jong Yu,Yuh-Shyan Chen,Kuei-Ping Shih.A Content-Based Image Retrieval System for Outdoor Ecology Learning:A Firefly Watching System.Proc.of 18th Inter.Conf.on Advanced Information Networking and Applications,2004(2):112-115
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[12]European Quality Observatory.European Quality Observatory:The EQO Model,draft version 1.2.University of Duisburg-Essen,http://www.eqo.info,2004
[13]D.Helic.Technology-Supported Management of Collaborative Learning Processes.Inter.J.of Learning and Change,2006,1(3):285-298
[14]O.Marjanovic,"Towards A Web-Based Handbook of Generic,Process-Oriented Learning Designs," Educational Technology & Society,2005,8(2):66-82
[15]刘光敏.网络化学习环境下有利于学习者之间的情感交流的学习模式初探.双语学习,2007(5):18-20
[16]李春报,雒力静.网络教学环境下情感交流问题探析.牡丹江教育学院学报,2007(1):75-76
[17]P.Ekman.Emotion in the Human Face.Cambridge Univ.Press,1982
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[19]K.K.Lee,Y.Xu.Real-time Estimation of Facial Expression Intensity.Proc.of the IEEE Inter.Conf.on Robotics & Automation,2003:2567-2572
[20]M.Pantic,L.J.M.Rothkrantz.Automatic Analysis of Facial Expressions:The State of the Art.IEEE Trans.on Pattern Analysis and Machine Intelligence,2000,22(12):1424-1445
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[23]马希荣,刘琳,桑靖.基于情感计算的e_Learning系统建模.计算机科学,2005(8):131-133
[24]Chunyong Yin,Ruxia Sun,Qi Luo.On Speech Emotion Recognition System in E-learning.Proc.of 26th Chinese Control Conf.,2007:472-475
[25]Aiqin Zhu,Qi Luo.Study on E-learning System Model based on Affective Computing.Proc.of Information and Automation Inter.Conf.,2006:245-249
[26]Kiyhoshi Nosu,Tomoya Kurokawa.A Multi-Modal Emotion-Diagaosis System to Support e-Learning.Proc.of lst Inter.Conf.on Innovative Computing,Information and Control,2006(2):274-278
[27]Stefano Scotti,Maurizio Mauri,Riccardo Barbieri,Bassam Jawad,Sergio Cerutti,Luca Mainardi,Emery N.Brown,Marco A.Villamira.Automatic Quantitative Evaluation of Emotions in E-learning Applications.Proc.of 28th IEEE EMBS Annual Inter.Conf.,2006:1359-1362
[28]王万森,温绍洁,郭凤英.基于人工情绪的智能情感网络教学系统研究.小型微型计算机系统,2006,27(3):569-572
[29]P.Ravindra De Silva,Minetada Osano,Ashu Marasinghe.Towards recognizing emotion with affective dimensions through body gestures.Proc.of 7th Inter.Conf.on Automatic Face and Gesture Recognition(FGR'06),Apr.2006:269-274
[30]王同明,李新亚.网络课程中的导航设计.教育技术导刊,2005(2):49-50
[31]王立斌.超媒体网络课件中的导航设计.华南师范大学学报,1999(4):20-26
[32]王平.E_learning建构和导航系统.硕士论文,2004
[33]马瑞民,衣治安.WEB上超文本数据导航方法的研究.情报学报,2001,20(5):537-544
[34]高尚,常桂然,赵宏.超文本学习状态空间模型与学习控制.计算机研究与发展,199936(12):1437-1441
[35]M.E.S.Mendes,E.Martinez,L.Sacks.Knowledge-based Content Guide in e-Learning Applications.Proc.of the 2002 London Communications Symposium,LCS'2002,UK,Sep.2002.
[36]Mohammed A.Razek.A new filtering model towards an intelligent guide agent.Proc.of 17th Inter.Florida Artificial Intelligence Research Society Conf.,FLAIRS 2004,May 2004:442-447
[37]A.Rittershofer.Supporting self-regulated e-learning with visual topic-map-guide.Knowledge and Information Visualization,Lecture Notes in Computer Science,2005(3426): 355-363
[35]V.Sans..Navigating with inheritance in hypermedia presentations.Proc.of 21st Annual ACM Symposium on Applied Computing,2006:1355-1392
[39]Chin-Ming Hong,Chih-Ming Chen,Mei-Hui Chang,Shin-Chia Chen.Intelligent Web-based Tutoring System with Personalized Learning Path Guidance.Proc.of 7th IEEE Inter.Conf.on Advanced Learning Technologies(ICALT 2007),Jul,2007:512-516
[40]Jin-Cherng Lin,Kuo-Chiang Wu.Finding a Fitting Learning Path in E-learning for Juvenile.Proc.of 7th IEEE Inter.Conf.on Advanced Learning Technologies(ICALT 2007),Jul.2007:449-453
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