Ontology-Based Lecture Topic Mapping

Goh, Quang Yee (2018) Ontology-Based Lecture Topic Mapping. Final Year Project (Bachelor), Tunku Abdul Rahman University College.

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Abstract

The education system is kept improving and innovating from traditional oral teaching method to the implementation of technology and gaming in classroom nowadays. However, most of the course structure is not planned according to formal method calculation. In the other words, the latent relationship which may exist in between each topics of particular course will not be discovered or defined. Hence, it may leads to improper and unsuitability of learning path which will directly affect the students’ learning. Therefore, this research is carried out to investigate the arrangement of course material with ontology-based topic mapping concept in order to planning the most suitable learning paths for students. With the advancement of ontology-based topic mapping, our system able to filter out the abstract or general contents from the concrete or specific contents in a hierarchical structure which helps to deepen the students’ understanding towards the course contents by focusing on the relationships between domain conceptual entities. The sequence of learning paths will be in an order format means that the chapters with relationship will be taught first. Thus, students’ memories can be linked in such way and deepen their understanding as well as strengthen their memory. The students’ academic performance results from the quiz game available in the collaborative learning system will be analysed it in order to generate different learning path for different batches of students. The proposed system consist of 4 main modules which are Login, Ontology-concept, Learning Path Planning and Report. For the Ontology-concept module included compute difficulty level, compute correlation relationship, clustering analysis and construct concept map sub-modules. For Learning Path Planning module included generate sequencing pattern and evaluate sequencing pattern sub-modules. The methodology approach used in the proposed system is waterfall model as the requirements are clearly stated initially. Besides, the project has been divided into sequential stage which allows backward capability and overlapping between stages. For the testing phase, individual components are tested separately in unit testing before integrated with other modules and tested as whole. Both unit testing and integrated system testing are systematically verified in order to ensure that they are error-free and fulfil the requirements outlined in early stage. In short, the proposed system aids the lecturers to re-arrange the courseware according to different batches of students as well as deliver the course contents in better and systematic way for the sake of promoting the students’ academic performance.