October 2011 Volume 14 Number 4 - Educational Technology ...

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and previews of the top ranked textual document units, and b) the search form and previews of top-ranked document units of image content type. For each of the retrieved document units, the user can see the detailed view including document unit content and document unit annotation data. The detailed view is shown in the semantic document browser, which is another SemanticDoc tool that we explain next. Figure 3. Document Recommender: a) an example search for textual document units, and b) an example search for document units of the image content type Semantic Document Browser The semantic document browser enables the user to browse details of semantic document units and to navigate across semantic documents following semantic links between the document units. In the current implementation, the browser is launched from the document recommender by clicking on previews of DUs retrieved as search results. For the next generation of the tool, we plan to enable its individual launching and the possibility to start the semantic navigation not only from the search results, but also by entering the URI of an initial document unit. The main window of the semantic document browser (see Figure 4) is composed of two panels. The right panel displays the document unit’s content, metadata (e.g., creator and creation date), and social-context annotations (e.g., the number of the document unit’s reuses and the list of SDArch users who have reused the document unit). The left panel displays the document unit’s semantic annotations in a form of an ordered list of ontological concepts that annotate the document unit. For each annotation concept, the user can see the concept’s rank, the concept’s relevance weight for the document unit, and the ontology in which the concept is defined. Moreover, for each annotation concept if there exist some document units that are linked to the document unit via semantic links determined by that concept, the browser displays the link labeled as ‘browse annotated document units’. By clicking on this link, the browser invokes the SDArch semantic document search and navigation service and initiates the semantic document navigation process. The discovered document units are ordered by the strength of the semantic links between them and the initial document unit and displayed on the right panel of the browser’s window. 41
Figure 4. Semantic document browser Empirical Evaluation of the Proposed Authoring Scenario The goal of the empirical evaluation of the proposed authoring scenario was to investigate to which extent the authoring of course material can benefit from the proposed semantic document architecture and the underlying semantic document model. Since semantic web technologies and social networking represent two pillars of the architecture, potential benefits naturally extend to them. We formulated the evaluation hypothesis as follows: “Using semantic web technologies and social networking results in a more effective, efficient, and satisfactory experience, when authoring course material compared to the conventional authoring approach.” With respect to user effectiveness, we intended to measure the accuracy and completeness with which SDArch users complete authoring tasks. In other words, how many and what tasks the users can complete successfully using the SDArch services and tools. With respect to user efficiency, we intended to measure the resources expended in relation to the accuracy and completeness with which SDArch users complete the authoring tasks. In other words, how much effort the users spend for completing these tasks using the SDArch services and tools. With respect to user satisfaction, we intended to measure the freedom from discomfort, and positive attitudes towards the use of the SDArch services and tools in authoring of course material. Designing the Evaluation In order to validate the evaluation hypothesis, we chose a task-based comparative evaluation (Whittaker et al., 2000) complemented with the goal-question-metrics (GQM) measurement model (Bastili et al., 1994). This implies asking test persons to perform a set of tasks in order to properly engage with two systems to be compared. In our case, one system was a conventional Windows system equipped by regular MS Office, while the other one was a Windows system featured by SDArch services and MS Office extended by the SemanticDoc tools. In the rest of the paper, we refer to these two systems as the conventional system and the SDArch system, respectively. 42
Page 1 and 2: October 2011 Volume 14 Number 4
Page 3 and 4: Supporting Organizations Centre for
Page 5 and 6: Time-Quality Tradeoff of Waiting St
Page 7 and 8: Ibáñez, M. B., García, J. J., Ga
Page 9 and 10: Situated learning. It states that k
Page 11 and 12: executed in the client, the server
Page 13 and 14: The participants were twelve non-na
Page 15 and 16: Huang, H. M., Rauch, U., & Liaw, S.
Page 17 and 18: Theoretical background Feedback, is
Page 19 and 20: There are already a number of tools
Page 21 and 22: output used were blogs, written by
Page 23 and 24: Question Table 2: Perceived Relevan
Page 25 and 26: Black, P., & Wiliam, D. (2009). Dev
Page 27 and 28: detection, and analysis of affectiv
Page 29 and 30: experience is a suitable method of
Page 31 and 32: Collins, 1998). The appraisal theor
Page 33 and 34: encompasses the finer shades of an
Page 35 and 36: and can also track faces with glass
Page 37 and 38: Acknowledgements This research was
Page 39 and 40: Merill, D. C., Reiser, B. J., Traft
Page 41 and 42: to the above-discussed issues of th
Page 43 and 44: The annotation part of the SDM onto
Page 45: that enables the office users to ac
Page 49 and 50: to the group’s shared semantic do
Page 51 and 52: participants performed less mouse c
Page 53 and 54: Bastili, V.R., Gianluigi, C., & Rom
Page 55 and 56: esource contribution, enabling conv
Page 57 and 58: Semantic Search In contrast to the
Page 59 and 60: Participation: P i i i NiVadd Vde
Page 61 and 62: and comment on each page as well. T
Page 63 and 64: Table 1. Questionnaire results (N=2
Page 65 and 66: propose for him, as well as calenda
Page 67 and 68: Discussion and Conclusion Collabora
Page 69 and 70: Sampson, D. G., & Zervas, P. (2011)
Page 71 and 72: Obtaining: the first step of the li
Page 73 and 74: process (Palmer & Richardson, 2004)
Page 75 and 76: and ratings (the use of star rating
Page 77 and 78: (K1) is the number of non-reusable
Page 79 and 80: Case 3: The process of reusing a se
Page 81 and 82: Washizaki, H., Yamamoto, Y. & Fukaz
Page 83 and 84: to examine determinants for pre-ser
Page 85 and 86: Overview of the model The first res
Page 87 and 88: significance of relationships. All
Page 89 and 90: Discussion This study represents a
Page 91 and 92: Davis, F., Bagozzi, R., & Warshaw,
Page 93 and 94: Ko, C.-C., Chiang, C.-H., Lin, Y.-L
Page 95 and 96: Interestingly, the Universal Design
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Figure 1. Framework of the TriAcces
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Experiment This experiment aimed to
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Table 2. Descriptive statistics for
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Foulds, R., & Camacho, C. (2003). T
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answer. However, students can choos
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Hartley & Collins-Brown, 1999; Morl
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Subjects Figure 4. Partial misconce
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correct for a four-option MC item i
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from −3 to 3 for any four-option
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Kansup, W. (1973). A comparison of
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The theory of mental models explain
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computer-mediated counter-arguments
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Learning in this study refers to, w
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the experiment process was anonymou
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supported. However, significant dif
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Cannon-Bowers, J. A., Salas, E., &
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Lee, Y.-H., Hsieh, Y.-C., & Hsu, C.
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Many researchers have conducted emp
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Trialability Some studies have empi
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Results Instrument validation Two c
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In this study, Amos 6.0 was employe
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Our results strongly supported the
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Fornell, C., & Larcker, D. F. (1981
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Kimmerle, J., Moskaliuk, J., & Cres
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What becomes clear from this short
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Figure 1. Distribution of informati
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Results In order to test the hypoth
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esults of the present study with th
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Kolbitsch, J., & Maurer, H. (2006).
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A conceptual framework of this stud
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eveal positive effects on students
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learning resources; and able to acc
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Discussion This study suggests that
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146). Also, role of constructivist
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eform strategy, namely, the MOE-Int
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McNaughton, S. (2002). Meeting of m
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Wu, T.-T., Sung, T.-W., Huang, Y.-M
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Ubiquitous English-Reading Learning
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include the number of times and ran
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initial value for the predetermined
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The following Eq. (18) expresses th
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Limitations This experiment adopted
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Table 3 shows the analysis of the p
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enhance learning outcomes, it impor
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Ogata, H., & Yano, Y. (2004a). Cont
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Communication seems to be more effe
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the audience only listened, one whe
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Step 5) Writing the story On the ba
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As indicated in Table 2, the differ
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References Armstrong, S. (2003). Th
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Goh, T.-T. (2011). Exploring Gender
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OPAC has been transformed into AirP
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Perceived Self-Efficacy Figure 3. H
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were asked to rate their confidence
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(2001). The correlation table begin
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Discussion and Implications Note. S
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will become important to identify i
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Parker, A. (2007). SMS - Its use in
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Find the perimeter of the rectangle
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Wait Time Management Issues related
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Precision Reduced_Precision ( T T0
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learning concept. If the Specialty
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Two criteria have been adopted to e
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Reduced Recall 0.07 0.06 0.05 0.04
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In this work, both recall-oriented
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Tsai, C.-C., Chuang, S.-C., Liang,
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confidence and self-belief in their
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Peng et al. (2006) To explore ISE &
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Torkzadeh, Chang, and Demirhan (200
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educational level, locus of control
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Internet-based learning self-effica
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Though Lee and Lee (2008) did not d
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Regarding the category of ISE resea
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Bandura, A. (1997). Self-efficacy:
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Pintrich, P. R., & de Groot, E. V.
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In formal learning, Safran, Helic,
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that culture is essential when user
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Table 3. Analysis of usage frequenc
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7 1.16 137.73 0.25 0.29 0.25 Social
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discussions freely. So Korean stude
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Johnson, L., Levine, A., & Smith, R
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Figure 1. The UE Faculty Web Portal
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2006), and consistency (Sindhuja &
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Independent Variables Dependent Var
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Meanwhile, as shown in Table 4, Ava
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design methods in the development o
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Pearson, J. M., & Pearson, A. (2008
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Clewley, N., Chen, S. Y., & Liu, X.
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As shown in this Table, Holists wil
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satisfaction or dissatisfaction wit
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8 I would prefer to learn from huma
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the examples need to be more practi
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Brotherton, J. A,. & Abowd, G. D. (
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Cobos, D. L. (2011). Book review: T
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