Scholarlink

Modern adaptive virtual learning environments (VLEs) enable to represent rich models of the learning domain, the learner, and the instructional model. In this work we focus on the model of the learning domain, relying on an ontological representation. Such a model enables us to build a knowledge graph representation of the learning topics respective to the courses in our VLE. We then delve into and share our experience with (a) interconnecting the topics knowledge graph with other relevant components of the system, (b) enabling its visualization and its use for setting and tracking of learner’s goals including the associated pedagogical questions, (c) implementation of an experimental tool to facilitate these ideas in practice.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Ontology-Driven Learning-Progress Tracking Tool in an Adaptive Virtual Learning Environment

  • 会议论文

  • 发表日期：

    2025年

查看全文
  • Martin Homola,
  • Zuzana Kubincová,
  • Ján Kł’uka,
  • Silvia Bieliková,
  • Rastislav Urbánek

摘要

Modern adaptive virtual learning environments (VLEs) enable to represent rich models of the learning domain, the learner, and the instructional model. In this work we focus on the model of the learning domain, relying on an ontological representation. Such a model enables us to build a knowledge graph representation of the learning topics respective to the courses in our VLE. We then delve into and share our experience with (a) interconnecting the topics knowledge graph with other relevant components of the system, (b) enabling its visualization and its use for setting and tracking of learner’s goals including the associated pedagogical questions, (c) implementation of an experimental tool to facilitate these ideas in practice.