摘要：
Many knowledge graphs, especially those that are collaboratively or automatically generated, are prone to noise and cross-domain entries, which can impede domain-specific applications. Existing methods for pruning inaccurate or out-of-domain information from knowledge graphs often rely on topological graph-pruning strategies. However, these approaches have two major drawbacks: they may discard logical structure and semantic information, and they allow multiple inheritance. To address these limitations, this study introduces KGPruning, which is a novel approach that can effectively clean and prune noisy knowledge graphs by guiding tasks with a given set of concepts and automatically generating a domain-specific taxonomy. Specifically, KGPruning employs a graph hierarchy inference method that is based on the Agony model to precisely identify and eliminate noisy entries while striving to preserve the underlying hierarchy of semantic relations as much as possible. Furthermore, to establish a tree-structured taxonomy, KGPruning integrates semantic relations and structural characteristics to effectively eliminate out-of-domain informa-tion and multiple inheritance. Through extensive experimental evaluations conducted on open benchmark datasets as well as large-scale real-world problems, the superior performance of KGPruning over state-of-the-art methods is demonstrated on the task of pruning noisy knowledge graphs.
作者：
Zhou, Chi;Wu, Di;Li, Yating;Yang, Harrison Hao;Man, Shuo;...
期刊：
Education and Information Technologies,2023年28(2):2207-2227 ISSN：1360-2357
通讯作者：
Min Chen
作者机构：
[Li, Yating; Zhou, Chi; Man, Shuo; Chen, Min] Cent China Normal Univ, Natl Engn Res Ctr Learning, Wuhan 430079, Hubei, Peoples R China.;[Zhou, Chi; Wu, Di] Cent China Normal Univ, Res Ctr Sci & Technol Promoting Educ Innovat & De, Strateg Res Base, Minist Educ, Wuhan 430079, Hubei, Peoples R China.;[Zhou, Chi] Cent China Normal Univ, Educ Informatizat Strategy Res Base Minist Educ, Wuhan 430079, Hubei, Peoples R China.;[Wu, Di] Cent China Normal Univ, Hubei Res Ctr Educ Informatizat Dev, Wuhan 430079, Hubei, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 60543 USA.
通讯机构：
[Min Chen] N;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China
关键词：
Teacher learning;Technological pedagogical content knowledge;Student engagement;Stimulus-organism-response framework;Integrative model of behavior prediction
作者：
Chen, Min;Liu, Yanqiu;Yang, Harrison Hao;Li, Yating;Zhou, Chi
期刊：
Education and Information Technologies,2023年28(11):15011-15030 ISSN：1360-2357
通讯作者：
Chi Zhou
作者机构：
[Zhou, Chi; Chen, Min] Cent China Normal Univ, Educ Informatizat Strategy Res Base Minist Educ, Wuhan 430079, Hubei, Peoples R China.;[Li, Yating; Chen, Min] Cent China Normal Univ, Technol Comm Minist Educ, Res Ctr Sci & Technol Promoting Educ Innovat & Dev, Ctr Strateg Studies Sci, Wuhan 430079, Hubei, Peoples R China.;[Liu, Yanqiu] Cent China Normal Univ, Key Res Inst Humanities & Social Sci Hubei Prov, Hubei Res Ctr Educ Informatizat Dev, Wuhan 430079, Hubei, Peoples R China.;[Li, Yating; Zhou, Chi; Liu, Yanqiu] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan 430079, Hubei, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 60543 USA.
通讯机构：
[Chi Zhou] E;Educational Informatization Strategy Research Base of Ministry of Education, Central China Normal University, Wuhan, China<&wdkj&>National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China
关键词：
Online teacher professional development;Teacher participation;Participation frequency;Participation quality;Lag sequential analysis
期刊：
LIBRARY HI TECH,2023年41(4):1039-1062 ISSN：0737-8831
作者机构：
[Li, Yating] National Engineering Laboratory for Educational Big Data, Central China Normal University, Wuhan, China;[Zhou, Chi; Wu, Di; Chen, Min] National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China
关键词：
Teachers’ information literacy;Information literacy evaluation;Online information behavior;Online learning and teaching platform;Process evaluation;Supervised learning models
摘要：
<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>Advances in information technology now permit the recording of massive and diverse process data, thereby making data-driven evaluations possible. This study discusses whether teachers’ information literacy can be evaluated based on their online information behaviors on online learning and teaching platforms (OLTPs).</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>First, to evaluate teachers’ information literacy, the process data were combined from teachers on OLTP to describe nine third-level indicators from the richness, diversity, usefulness and timeliness analysis dimensions. Second, propensity score matching (PSM) and difference tests were used to analyze the differences between the performance groups with reduced selection bias. Third, to effectively predict the information literacy score of each teacher, four sets of input variables were used for prediction using supervised learning models.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>The results show that the high-performance group performs better than the low-performance group in 6 indicators. In addition, information-based teaching and behavioral research data can best reflect the level of information literacy. In the future, greater in-depth explorations are needed with richer online information behavioral data and a more effective evaluation model to increase evaluation accuracy.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>The evaluation based on online information behaviors has concrete application scenarios, positively correlated results and prediction interpretability. Therefore, information literacy evaluations based on behaviors have great potential and favorable prospects.</jats:p></jats:sec>
期刊：
Education and Information Technologies,2023年28(3):3145-3172 ISSN：1360-2357
通讯作者：
Yating Li
作者机构：
[Li, Yating; Zhou, Chi; Chen, Min; Man, Shuo] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.;[Chen, Min] Minist Educ, Educ Informatizat Strategy Res Base, Wuhan 430079, Hubei, Peoples R China.;[Li, Yating] Minist Educ, Strateg Res Base, Res Ctr Sci & Technol Promoting Educ Innovat & De, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Yating Li] N;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China<&wdkj&>Research Center of Science and Technology Promoting Educational Innovation and Development, Strategic Research Base of the Ministry of Education, Wuhan, China
关键词：
Digital divide;Information literacy development;Information literacy evaluation;Status and difference analysis;Teachers’ information literacy
期刊：
Education and Information Technologies,2022年27(9):13067-13087 ISSN：1360-2357
通讯作者：
Yating Li
作者机构：
[Li, Yating; Liu, Yanqiu; Chen, Min; Li, Zhaoang] Cent China Normal Univ, Natl Engn Res Ctr Learning, Wuhan 430079, Hubei, Peoples R China.;[Chen, Min] Minist Educ, Res Ctr Sci & Technol Promoting Educ Innovat & De, Strateg Res Base, Wuhan 430079, Hubei, Peoples R China.;[Chen, Min] Cent China Normal Univ, Educ Informatizat Strategy Res Base, Minist Educ, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Yating Li] N;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China
关键词：
Teachers' information literacy;Principals' information leadership;Organizational climate;ICT implementation strategies;Intermediary chain analysis
摘要：
Teacher information literacy is an important aspect of teachers' professional development and is affected by the school environment. From the perspective of principals, this study discusses the impact of principals' information leadership (PIL), organizational climate (OC), and ICT implementation strategies (IMS) on teachers' information literacy (TIL) and further analyzes the complex system of TIL and the relationship between these factors. Through chain intermediary analysis, this study shows that teachers' information literacy is not only directly affected by their principals' information leadership but also indirectly affected by the chain intermediary effect of organizational climate and ICT implementation strategies. It provides insights into how to cultivate teachers' information literacy in the school system and puts forward some optimization paths to create the best conditions for improving teachers' information literacy.
期刊：
Education and Information Technologies,2022年27(6):8751-8770 ISSN：1360-2357
通讯作者：
Yating Li
作者机构：
[Zhou, Chi; Chen, Min; Wang, Yiming] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.;[Li, Yating] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Yating Li] N;National Engineering Laboratory for Educational Big Data, Central China Normal University, Wuhan, China
关键词：
Teacher burnout;School ICT construction;Teacher information literacy;Mediation analysis;fsQCA;Educational informatization
摘要：
Understanding the factors related to teacher burnout can support school administrators and teachers in optimizing the direction of school development and reducing teacher burnout. This study investigated the impact of school information and communication technology (ICT) construction and teacher information literacy on teacher burnout and explored the combined effects of the above factors by using a structural equation model (SEM) and fuzzy-set qualitative comparative analysis (fsQCA). Through the analysis of 7,979 primary and secondary school teachers, the study found that the construction of high-quality school hardware facilities, software facilities and advanced ICT-related policies can reduce teacher burnout and affirmed the intermediary role of teacher information literacy. Some development suggestions on the collaborative improvement in schools and teachers have been put forward to provide ideas for reducing teacher burnout in the intelligent era.
作者机构：
[Li, Yating; Zhou, Chi; Chen, Min; Wu, Di] Cent China Normal Univ, Natl Engn Res Ctr E Learning, 152 LuoYu St, Wuhan 430079, Peoples R China.
通讯机构：
[Chen, Min] C;Cent China Normal Univ, Natl Engn Res Ctr E Learning, 152 LuoYu St, Wuhan 430079, Peoples R China.
关键词：
Elementary education;Information literacy;Pedagogical issues;Secondary education;Teacher professional development
摘要：
Cultivating students' information literacy is becoming increasingly important for teachers in the 21st century; however, teachers' competence to develop students' information literacy (TCDSIL) is far from satisfying. To foster TCDSIL, its influencing factors and promotion strategies need to be studied. However, prior studies on TCDSIL mainly investigate the influencing factors from a single-level perspective and neglect the potential relationship of school context on TCDSIL. In order to fill this gap and provide a deeper understanding of the complex system of TCDSIL, this study surveyed 9909 teachers in 1286 primary and secondary schools and used a two-level hierarchical linear model to analyze the survey data. The analysis results indicated that both teacher characteristics and school context have a significant relationship with TCDSIL. Among school-related factors, school type, resources for instruction, and network bandwidth have positively significant relationships with TCDSIL. Moreover, teachers' perceived usefulness, information processing skills (the skills of information access, information usage, and information management), and information ethics could predict TCDSIL. This study provides implications regarding how to improve TCDSIL, including paying attention to the gap between primary school teachers and secondary school teachers; enriching school's digital teaching resources; ensuring school network quality; enhancing teachers' perceived usefulness of ICT, information processing skills, and information ethics.
作者机构：
[Hu, Weiping; Pi, Zhongling] Shaanxi Normal Univ, Ctr Teacher Profess Abil Dev, MOE Key Lab Modern Teaching Technol, Xian 710062, Peoples R China.;[Yang, Jiumin; Chen, Minnan] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Yang, Jiumin; Zhu, Fangfang] Cent China Normal Univ, Natl Engn Res Ctr & Elearning, Wuhan, Peoples R China.;[Hu, Weiping] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing, Peoples R China.;[Yang, Jiumin] Cent China Normal Univ, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Yang, Jiumin] C;[Hu, Weiping] S;Shaanxi Normal Univ, Ctr Teacher Profess Abil Dev, MOE Key Lab Modern Teaching Technol, Xian 710062, Peoples R China.;Cent China Normal Univ, Wuhan 430079, Hubei, Peoples R China.
关键词：
Video lectures;eye gaze;facial expression;eye tracking technology;e-learning
摘要：
Automated discovery of geometric theorems has attracted considerable attention from the research community. In this paper, a new method is proposed to discover geometric theorems automatically. This method first generates vector equations based on given geometric relations about a geometric figure and then transforms the vector equations into a system of homogeneous linear equations; after computing the determinants of the coefficient matrices corresponding to the system of equations, the elimination method is applied to obtain a large number of geometric relationships. The test on more than 200 geometric problems shows that the geometric relationships discovered automatically by the proposed method are of obvious geometric meaning.
作者机构：
[Song, Ting; Xu, Yulong; Song, Xuekun] School of Information Technology, Henan University of Chinese Medicine, Zhengzhou;450008, China;[Chen, Mao; Tang, Xiangyang] National Engineering Research Center for E-learning, Central China Normal University, Wuhan;430079, China;[Wang, Dong] School of Information and Management Science, Henan Agricultural University, Zhengzhou
通讯机构：
[Mao Chen] N;National Engineering Research Center for E-learning, Central China Normal University, Wuhan, 430079, China
关键词：
Course timetabling;Hybrid meta-heuristic;Multi-neighborhood local search;Simulated annealing
期刊：
Lecture Notes in Computer Science,2020年 12218: 303-314 ISSN：0302-9743
作者机构：
National Engineering Research Center for E-Learning, Central China Normal University, 152 Luoyu Road, Wuhan, Hubei, China
会议名称：
13th International Conference on Blended Learning, ICBL 2020
会议时间：
24 August 2020 through 27 August 2020
会议论文集名称：
Blended Learning. Education in a Smart Learning Environment
关键词：
Artificial intelligence;Computer science;Computers;Environmental conditions;Individual characteristics;Information and Communication Technologies;Multilevel approach;Perceived ease of use;Perceived usefulness;Primary and secondary schools;Teacher Characteristics;Computer aided instruction
作者：
Di Wu（吴砥）;Chi Zhou;Caiyun Meng;Huan Wang;Min Chen;...
期刊：
Lecture Notes in Educational Technology,2019年: 181-186 ISSN：2196-4963
作者机构：
Collaborative & Innovative Center for Educational Technology, Central China Normal University, Wuhan, China;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China
摘要：
In China, teachers’ ability to adopt information and communication technology (ICT) when teaching is far from satisfying. Previous studies on teachers’ ability to integrate ICT and teaching in China ignored the factors in the process of teachers’ ICT application and lacked the systematic analysis of the factors. ICT application is affected by complex factors and thus needs to be systematically explored. This study surveyed 3730 Chinese primary and secondary school teachers, and adopted the environment-based design, exploratory factor analysis, confirmatory factor analysis, and structural equation modeling to analyze the factors influencing teachers’ usage of ICT to develop teaching activities and proposed a model of the influencing factors of ICT usage. This model indicated that application willingness, application frequency, ICT-based teaching competence, helpfulness degree and application context are the five major factors that influence teachers’ usage of ICT to develop high-quality teaching activities. According to the status of teachers’ ICT application in China, this study suggested strengthening teachers’ willingness and enriching application contexts of ICT. Implications of this study will be discussed.
作者机构：
[Chen, Min] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;[Yu, Sheng Quan; Chiang, Feng Kuang] Beijing Normal Univ, Sch Educ Technol, Fac Educ, Beijing, Peoples R China.;[Yu, Sheng Quan; Chiang, Feng Kuang] Beijing Normal Univ, Minist Educ China Mobile Commun Corp, Joint Lab Mobile Learning, Beijing, Peoples R China.
通讯机构：
[Yu, Sheng Quan] B;Beijing Normal Univ, Sch Educ Technol, Fac Educ, Beijing, Peoples R China.;Beijing Normal Univ, Minist Educ China Mobile Commun Corp, Joint Lab Mobile Learning, Beijing, Peoples R China.
摘要：
Most ubiquitous learning researchers use resource recommendation and retrieving based on context to provide contextualized learning resources, but it is the kind of one-way context matching. Learners always obtain fixed digital learning resources, which present all learning contents in any context. This study proposed a dynamic ubiquitous learning resource model with context. The model has context information and a flexible content structure that allows contents to be adjusted dynamically in different contexts, thus providing learners the contextualized resources that best match their contexts. In order to verify the effects of the contextualized resources, a contrast experiment was carried out in a vocational school in China. The experimental results showed that the contextualized resources could better improve learners' learning achievement and efficiency, improve their self-learning efficiency while reducing their cognitive load. Learners thought the ubiquitous learning system which provided contextualized resources was more useful.
作者机构：
[Chen, Min] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;[Yu, Sheng Quan; Chiang, Feng Kuang; Jiang, Ya Na] Beijing Normal Univ, Sch Educ Technol, Fac Educ, Beijing, Peoples R China.;[Yu, Sheng Quan; Chiang, Feng Kuang; Jiang, Ya Na] Beijing Normal Univ, Minist Educ China Mobile Commun Corp, Joint Lab Mobile Learning, Beijing, Peoples R China.
通讯机构：
[Yu, Sheng Quan] B;Beijing Normal Univ, Sch Educ Technol, Fac Educ, Beijing, Peoples R China.;Beijing Normal Univ, Minist Educ China Mobile Commun Corp, Joint Lab Mobile Learning, Beijing, Peoples R China.
摘要：
This paper presents the findings from a study of augmented mobile learning with Chinese students (n = 37) at a post-secondary vocational school. Students were enrolled in a course concerning horticultural science and applications. We augmented the school’s botanical garden with supplemental information, accessed by students scanning QR codes that were affixed near 20 distinct plant species. This paper presents a design study that investigates what factors are important to the development of effective augmented mobile curriculum activities. Working closely with the course instructor, we developed three challenging activities concerned with horticultural applications that required students to utilize the augmented information. The paper presents our designs of the problems and the augmented materials, as well as an analysis of student interactions with materials and questionnaire data about student collaborations during problem solving. We conclude with findings about the factors influencing effective design of such activities.
