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Integrating Textbooks with Smart Interactive Content for Learning Programming
The document discusses integrating electronic textbooks with smart interactive content to enhance programming learning through complementary learning approaches. It details a methodology for linking textbook concepts with learning activities, providing extensive results from real data involving Python textbooks and their associated concepts. The findings suggest a promising framework for automatic linking, with a strong validation from domain experts on the match quality between textbook sections and interactive topics.
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Integrating Textbooks with Smart Interactive Content for Learning Programming
- 1. Isaac Alpizar-Chacon, JordanBarria-Pineda, Kamil Akhuseyinoglu , Sergey Sosnovsky, and Peter Brusilovsky Integrating Textbooks with Smart Interactive Content for Learning Programming
- 2. 2 25-06-2021 Motivation • Technology enhancedlearning: • Electronic textbooks (learning-by-reading) • “Smart” interactive systems such as Intelligent Tutoring Systems (ITS) (learning-by-doing) • There is complementary nature of learning-by-reading and learning-by-doing • Integration of textbooks with interactive content
- 3. 3 25-06-2021 Motivation • Problem: • whatcontent to associate? - which interactive activity is the best match for a section or text? • Manual allocation of interactive content
- 4. Goal Automatically cross theborder between text and smart interactive content for learning computer programming 6/25/21 4
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- 9. 6/25/21 9 73 concepts 35classes The Python Ontology
- 10. 10 25-06-2021 Two-way linking ofcontent: approach • 1. Knowledge model extraction and glossary unification • 2. Glossary - ontology linking • 3. Granular content linking • 3.1. Textbook sub-chapters to P4 • 3.2. P4 learning activities to textbook sub-chapters
- 11. 11 25-06-2021 Knowledge model extractionand glossary unification ~ ~ different lexical forms acronyms synonyms
- 12. 12 25-06-2021 Glossary - ontologylinking textual matching stemming abbreviations list compound names
- 13. 13 25-06-2021 Granular content linking:Textbook sub-chapters to P4 bridge bridge
- 14. 14 25-06-2021 Granular content linking:P4 learning activities to textbook sub-chapters bridge bridge
- 15. 15 25-06-2021 Two-way linking ofcontent: real data 5 Python textbooks from intextbooks 157 learning activities for 12 topics in P4
- 16. 16 25-06-2021 Results Knowledge model extractionand glossary unification •4055 different index terms •3250 in the unified glossary
- 17. 17 25-06-2021 Results Glossary - ontologylinking •53 linked pairs •36 Python concepts •10 Python classes
- 18. 18 25-06-2021 Results Granular content linking •186index terms linked to Python concepts in P4 •245 sub-chapters mapped to the topics in P4 •1790 learning activities linked to sub- chapters (avg. 65 unique per textbook)
- 19. 19 25-06-2021 Validation • Assessment ofthe linking for the “Python for Everybody” textbook. • 55 sections from the textbook matched to 17 topics of the Python course • Two domain experts with experience on teaching Python rated the match quality • 3: good match, 2: partial match, 1: bad match
- 20. 20 25-06-2021 Validation Good match: 45% Partial match: 12% Badmatch: 14% Positive evaluation: 17% Negative evaluation: 12% Agreement (Cohen’s Kappa = 0.63) Disagreement
- 21. 21 25-06-2021 Conclusion and futurework • We showed a two-way linking between textbook and smart learning content • First step to resolving the problem of automatic linking • Number of linked sub-chapters to topics (245) and the learning activities to sub-chapters (1790) is promising • Explore: • a more “fine-grained” association of concepts (e.g., at a paragraph level) • different domains
- 22. Thanks! You can contactme at: i.alpizarchacon@uu.nl Any questions?