期刊论文

A Study of Joint Cognitive-Topic Modeling in Group Learning Discussions and Its Effect on Learning Outcomes:Based on the Moderating Role of Discussion-Based Guidance Types

中文

远程教育杂志

1672-0008

2023

41

02

70-81

10.15881/j.cnki.cn33-1304/g4.2023.02.007

国家科技创新2030新一代人工智能重大项目课题“面向学习成效评价的认知与情感计算模型”(项目编号:2022ZD0117101) 2017年度华中师范大学领军人才团队项目“新一代智能导学理论与技术”(项目编号:CCNU22LJ005)的研究成果。

本校为第一机构

群体学习讨论中产生的大量互动话语能够反映学习者的认知等内在心理特征，为教师深度理解学习者提供了有效支持。研究针对当前学习者存在认知迷航但学习主体难计算等关键挑战，对认知和主题进行联合建模，构建了时序认知主题模型（Temporal Cognitive Topic Model,TCTM），基于中国大学MOOC平台两门课程的讨论区数据，检测和追踪了学习者在不同认知下最关注的主题以及讨论引导方式对认知主题和学习成效的调节作用。研究结果显示：（1）在“Python语言与程序设计”课程中，高学习成效群体在课程前期和中期分享与课程有关的想法，多为“洞察”和“包含”认知；低学习成效群体在课程后期寻求课程主...

The large amount of interactive discourse generated in group learning discussions can reflect learners’cognition and other intrinsic psychological characteristics,which provides effective support for teachers to understand learners in depth.To address the current key ch...MORE The large amount of interactive discourse generated in group learning discussions can reflect learners’cognition and other intrinsic psychological characteristics,which provides effective support for teachers to understand learners in depth.To address the current key ch...