Embed Size (px)
Citation preview
This article was downloaded by: [Kungliga Tekniska Hogskola]On: 08 October 2014, At: 07:44Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office:Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK
Innovations in Education and TeachingInternationalPublication details, including instructions for authors and subscriptioninformation:http://www.tandfonline.com/loi/riie20
Adaptive link generation for multiperspectivethinking on the Web: an approach tomotivate learners to thinkHiroyuki Mitsuhara a , Kazuhide Kanenishi a & Yoneo Yano aa Tokushima University , JapanPublished online: 19 Aug 2006.
To cite this article: Hiroyuki Mitsuhara , Kazuhide Kanenishi & Yoneo Yano (2006) Adaptive link generationfor multiperspective thinking on the Web: an approach to motivate learners to think, Innovations inEducation and Teaching International, 43:2, 137-149, DOI: 10.1080/14703290600650434
To link to this article: http://dx.doi.org/10.1080/14703290600650434
PLEASE SCROLL DOWN FOR ARTICLE
Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”)contained in the publications on our platform. However, Taylor & Francis, our agents, and ourlicensors make no representations or warranties whatsoever as to the accuracy, completeness, orsuitability for any purpose of the Content. Any opinions and views expressed in this publicationare the opinions and views of the authors, and are not the views of or endorsed by Taylor &Francis. The accuracy of the Content should not be relied upon and should be independentlyverified with primary sources of information. Taylor and Francis shall not be liable for anylosses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilitieswhatsoever or howsoever caused arising directly or indirectly in connection with, in relation to orarising out of the use of the Content.
This article may be used for research, teaching, and private study purposes. Any substantialor systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, ordistribution in any form to anyone is expressly forbidden. Terms & Conditions of access and usecan be found at http://www.tandfonline.com/page/terms-and-conditions
Innovations in Education and Teaching InternationalVol. 43, No. 2, May 2006, pp. 137–149
ISSN 1470–3297 (print)/ISSN 1470–3300 (online)/06/020137–13© 2006 Taylor & Francis DOI: 10.1080/14703290600650434
Adaptive link generation for multiperspective thinking on the Web: an approach to motivate learners to think
Hiroyuki Mitsuhara
*
, Kazuhide Kanenishi and Yoneo Yano
Tokushima University, Japan
Taylor and Francis LtdRIIE_A_165018.sgm10.1080/14703290600650434Innovations in Education and Teaching International1470-3297 (print)/1470-3300 (online)Original Article2006Taylor & Francis432000000May [email protected]
To increase the efficiency of exploratory learning on the Web, we previously developed a free-hyperlink environ-ment that allows adaptive link generation. In this environment, learners can make new hyperlinks independentof static hyperlinks and share them on the Web. To reduce hyperlink overflow, the adaptive link generation fil-ters out sharable hyperlinks made by other learners with a low similarity of interest. This paper describes howto increase the effectiveness of exploratory learning on the Web. We think that learners should think about alearning topic from many perspectives beyond their individual interests. We call such a learning method
multiperspective thinking
. The focus of this paper is the adaptive link generation for multiperspective thinking onthe Web. Our idea is to recommend the sharable hyperlinks made by other learners with low similarity of interestto motivate learners to think about information that is uninteresting for them but necessary for learning.
Introduction
The widespread use of the Internet dramatically broke down conventional learning where learn-ers rely on limited learning material. In the Internet age, learners can construct knowledge byexploring the Web. Exploratory learning on the Web is known to be highly effective (Conklin,1987), because learners use self-directed learning on the vast information space consisting ofdiverse kinds of valuable web pages and hyperlinks. However, the Web can potentially hindertheir exploration. If a web page is not complete with hyperlinks that satisfy learner’s interests,they cannot visit the next page directly and will search for it using a search engine. For an effi-cient search, however, an adequate search query must be formulated. Thus, the desired searchmay not be realized and the search attempt may have to be repeated. We call such a situation anexploration impasse caused by hyperlink shortage (Mitsuhara
et al.
, 2002a). The explorationimpasse must be circumvented, because it decreases the efficiency of exploratory learning onthe Web.
*
Corresponding author. Faculty of Engineering, Tokushima University, 2-1, Minami-josanjima Cho, Tokush-ima City, Tokushima, 770-8506, Japan. Email: [email protected]
Dow
nloa
ded
by [
Kun
glig
a T
ekni
ska
Hog
skol
a] a
t 07:
44 0
8 O
ctob
er 2
014
138
H. Mitsuhara
et al.
One of the technologies for circumventing the exploration impasse is adaptive link genera-tion. This technology, which is one type of adaptive navigation support, is used to providelearners with new hyperlinks automatically (Brusilovsky, 2001). In the field of adaptive educa-tional systems, for example, the Knowledge Sea System automatically provides lists of relevanthyperlinks that learners should follow according to their knowledge levels (Brusilovsky, 2003).To circumvent the exploration impasse, we proposed and developed a free-hyperlink environ-ment that allows adaptive link generation (Mitsuhara
et al.
, 2002b). In this environment,learners can make new hyperlinks independent of the static hyperlinks, and share them on theWeb. Furthermore, the sharable hyperlinks are adapted to individual learners’ interests. To bemore precise, our adaptive link generation filters out the sharable hyperlinks made by otherlearners with low similarity of interest to reduce hyperlink overflow. As the adapted sharablehyperlinks are generated on the Web, hyperlink shortage will be improved and the explorationimpasse will be circumvented. This environment is similar to open hypermedia systems (e.g.,Carr
et al.
, 1998) and Web bookmark sharing systems (e.g., Li
et al.
, 1999), which enableusers to find desired information efficiently from the Web. This means that the merit ofmaking the sharable hyperlinks is brought to learners and the free-hyperlink environmentappears to work well.
While we believe that the free-hyperlink environment contributes to increasing the efficiencyof exploratory learning on the Web, we doubt whether it contributes to increasing the effective-ness of exploratory learning on the Web. The effectiveness may show up not only as the quantitybut also the quality of knowledge a learner has constructed. We believe that the quality of knowl-edge comes from thinking. However, the free-hyperlink environment may deprive learners ofopportunities to think on the Web. This problem of the free-hyperlink environment is virtuallycaused by our adaptive link generation which only displays sharable hyperlinks connected toinformation interesting for learners and prompts them to follow the sharable hyperlinks withoutthinking—learners should think about information that is uninteresting for them but necessaryfor learning. Therefore, the approach of our adaptive link generation must be adapted tomotivate learners to think.
Giving adaptive support in the education field has principally reduced learners’ cognitiveloads (efforts). For example, a recommendation for the next hyperlink (page), the hiding ofundesirable hyperlinks, and the sorting of important hyperlinks are tasks that may be executed.It is reasonable that the approach to reducing cognitive loads are required for exploratorylearning on the Web, because the Web is vast and intricate. On the other hand, a newapproach has recently been proposed where applying cognitive loads are considered to beeffective for learning. For example, Kashihara
et al.
(1995) have succeeded in enhancing theirlearners’ explanation skills (skills correlating their constructed knowledge with some pieces ofdescriptive text) by inducing them to increase the cognitive load as much as possible.Hübscher and Puntambekar (2002) have argued ‘the use of too much navigation support canbe detrimental to the learner because it frees him or her up from thinking.’ They have broughtup the necessity for a new adaptive navigation support that gives learners opportunities tothink. Boticario
et al.
(2000) developed an adaptive Web-based courseware which recom-mends hyperlinks with educational annotations advising learners to think (e.g., ‘Look at thedifferences!’). These studies are accepted by us and led us to re-designing our adaptive linkgeneration using the new approach.
Dow
nloa
ded
by [
Kun
glig
a T
ekni
ska
Hog
skol
a] a
t 07:
44 0
8 O
ctob
er 2
014
Adaptive link generation for multiperspective thinking
139
In this study, we aim to increase the effectiveness of exploratory learning on the Web, focusingon re-designing our adaptive link generation. This paper describes the adaptive link generationfor multiperspective thinking on the Web.
Model of multiperspective thinking on the Web
Information on the Web is being expanded and renewed every second. An advantage ofexploratory learning on the Web is that information (learning material) is not limited.However, an advantage is not gained, because the Web is too vast for learners to find the infor-mation that they should learn. In this situation, the learners tend to learn only from the limitedinformation they can find using their exploration current skills (e.g., Web search skills) andtopics in which they are interested.
We think that in exploratory learning on the Web, learners should think about a learningtopic from many disparate pieces of information (many web pages). In other words, learnersshould think about it from many perspectives beyond their individual interests. We call sucha learning method multiperspective thinking. Multiperspective thinking will bring learnerscorrect, well-organized knowledge. For example, when studying cloning technology from abiological perspective, learners should think about it through many pieces of informationwritten by different biologists. To recognize its overwhelming influences, furthermore, theyshould think about it not only from the biological but also the bioethical, jurisprudential, andreligious perspectives.
We believe that multiperspective thinking will be accomplished through information compar-ison and information application. Figure 1 shows the outline of the model of multiperspectivethinking on the Web.
Figure 1. Multiperspective thinking model on the Web
Information comparison
is where a learner compares some pieces of information about onelearning topic in order to construct the correct knowledge. To be more precise, the correctknowledge comes from the repeat of recognizing common points and different points that existin their compared information or previously constructed knowledge about the learning topic.We suppose that the information comparison may often be done by learners who are interestedin one learning topic from one perspective. The perspective does not involve the related learningtopics of it and shows up as a difference (or discrepancy) in the content of web pages dealingwith it.
When a web page is provided with hyperlinks to pages about a learning topic, learners willfollow the hyperlinks and compare those pages. If a web page has no such hyperlinks, they willhave to search for the suitable web pages using a search engine.
Information application
is a term that indicates that for the learning topic, learners apply somepieces of information about the learning topics related to it to construct a well-organized knowl-edge base. To be more precise, the well-organized knowledge base comes from repeatedly recog-nizing relations amongst those pieces of information or previously constructed knowledge aboutrelated learning topics. We suppose that information application may often be done by learnerswho are interested in one learning topic from some different perspectives. A perspective in theinformation application shows up as a difference in learning topics.
When a web page is complete with hyperlinks to other web pages about related learningtopics, learners will follow the hyperlinks and apply the related learning topics. If terms
Dow
nloa
ded
by [
Kun
glig
a T
ekni
ska
Hog
skol
a] a
t 07:
44 0
8 O
ctob
er 2
014
140
H. Mitsuhara
et al.
representing the related learning topics exist on a web page but the terms are not hyperlinks, thelearners will search for a suitable web page using a search engine. If such terms do not exist onany web page, they will not become aware of the presence of any information about the relatedlearning topics. This means that multiperspective thinking on the Web will then not be accom-plished.
Adaptive link generation for multiperspective thinking on the Web
As multiperspective thinking requires plenty of information (web pages), it increases theeffectiveness of exploratory learning on the Web. This means that the increase in opportuni-ties for learners to visit many web pages becomes a prerequisite. Fortunately, the free-hyper-link environment we developed before seems to work well in meeting the prerequisite. Wehave re-designed our adaptive link generation approach to motivate learners to think (i.e.,do information comparison and information application), and have extended the free-hyper-link environment according to the model presented in the previous section.
Free-hyperlink environment
The free-hyperlink environment enables learners to make new hyperlinks independent of statichyperlinks and share them on the Web. If learners are allowed to make new hyperlinks as thoughit were Web bookmarks and to share them, plenty of the sharable hyperlinks will appear on theWeb. In this environment, the sharable hyperlinks are called free-hyperlinks.
Features of free-hyperlinks.
Free-hyperlinks have the following features which differ fromstatic hyperlinks (Figure 2 shows an outline of the features):
Figure 1. Multiperspective thinking model on the Web
Dow
nloa
ded
by [
Kun
glig
a T
ekni
ska
Hog
skol
a] a
t 07:
44 0
8 O
ctob
er 2
014
Adaptive link generation for multiperspective thinking
141
●
Non-fixed anchor
: the anchor of a free-hyperlink is not fixed on a unique web page and is auto-matically embedded in every page that includes the anchor word of the free-hyperlink. Thisfeature enables learners to follow the free-hyperlink from many source pages.
●
Multi-destination
: a free-hyperlink can connect one anchor to some web pages. This featureenables learners to follow many free-hyperlinks of the same learning topic from a source webpage.
●
Attachment of comment
: a comment written by a learner is attached to a free-hyperlink. Thecomment showing an aspect of the connected page can be used to motivate learners to followfree-hyperlinks (e.g., ‘This page is written by famous religious scholars’).
Figure 2. Free-hyperlink environment
How to make free-hyperlinks.
Free-hyperlinks are made for the same purpose as Web book-marks, because learners can revisit web pages necessary for learning directly from the currentpage by following the free-hyperlinks they made. This means that free-hyperlinks are made prin-cipally on the basis of their interests and represent their interests. Making free-hyperlinks is doneaccording to the following process. Figure 3 shows a snapshot of making free-hyperlinks andTable 1 shows an example of the data of free-hyperlinks.
●
Learners read a web page and judge whether a free-hyperlink connection to the page shouldbe made.
●
They click everywhere on the page or drag a term (text information) onto the page, and awindow for making a free-hyperlink is displayed (the small window in Figure 3). The draggedterm is automatically set as the anchor word of the free-hyperlink and a search query. Thesearch query is used to search for other pages which include the dragged term. They input/modify the anchor word, representative keywords of the page and their comment on the page.
●
By clicking on the ‘Submit’ button, the free-hyperlink between the anchor word and the pageis made.
Figure 3. A snapshot of making a free-hyperlink
How to share free-hyperlinks.
Figure 4 shows a snapshot of free-hyperlink sharing where alearner has just visited a web page about cloning technology. In Figure 4, the left page includes
������ ������
������ ���� �� � �������
� ��� �
��� �� ��� �����
���
�� � �������
�����������
�� ��� �
���
�����������
�� ��� �
��� ������ � ����� ����� ������ ��� !� � ���� "
� ��� ��
��� ���
��������
Figure 2. Free-hyperlink environment
Dow
nloa
ded
by [
Kun
glig
a T
ekni
ska
Hog
skol
a] a
t 07:
44 0
8 O
ctob
er 2
014
142
H. Mitsuhara
et al.
the terms ‘Cloning Technology’ and ‘Family Registration Law,’ and consequently the free-hyperlinks of these terms are displayed in a window (Figure 4a). Although the left page does notinclude the term of ‘Developmental Engineering,’ the free-hyperlink for this term is alsodisplayed in a window (Figure 4b). There are two methods for free-hyperlink sharing: (1)sharing based on the anchor words and (2) sharing based on the keywords.
Figure 4. A snapshot of free-hyperlink sharing
(1) Sharing based on the anchor words
: free-hyperlinks to be shared are chosen by means ofsimple text matching that finds the anchor words of the free-hyperlinks from the content of aweb page (exclusive of HTML tags). When the anchor words are found, the free-hyperlinks aredisplayed in a window (Figure 4a). As soon as learners click on one of the anchors, the profilesof learners who made free-hyperlinks, their comments, and the titles of the connected pages are
Figure 3. A snapshot of making a free-hyperlink
Table 1. An example of the data of free-hyperlinks
Learner Anchor word Keywords URL Page title Comment
Hiroyuki Cloning Technology Biology, genetics http:// Clone Report Cloning technology is…Daisuke Family Registration
LawJurisprudence, parental authority
http:// The Law Clone humans will be…
Yoshihiro Developmental Engineering
Cloning technology, genetics
http:// What’s DE? Fertile egg of a mouse…
Yuan Cloning Technology Animal science, Dolly http:// Clone Today Dolly was born in…
Dow
nloa
ded
by [
Kun
glig
a T
ekni
ska
Hog
skol
a] a
t 07:
44 0
8 O
ctob
er 2
014
Adaptive link generation for multiperspective thinking
143
displayed in the style of stretch text. They then follow a free-hyperlink by clicking on one of thetitles.
This sharing method enables learners to visit many web pages directly even if static hyperlinksdo not exist on the target web page. In other words, this method increases opportunities forlearners to compare information and apply information—information comparison is possiblebecause in many cases a web page on a learning topic includes the term representing the learningtopic itself.
(2) Sharing based on the keywords
: when a learner follows a free-hyperlink, the free-hyperlinksof keywords that match the anchor word of the free-hyperlink (they just followed) are addition-ally displayed (Figure 4b). To take an example using Table 1, ‘Developmental Engineering,’which is the free-hyperlink of the keyword of ‘Cloning Technology,’ is displayed when learnersfollows a free-hyperlink whose anchor word is ‘Cloning Technology.’
This sharing method enables learners to become aware of the presence of the related learningtopics and to visit many other web pages directly, even if terms representing the related learningtopics do not exist on a web page. In other words, it increases opportunities for learners to applyinformation.
Figure 4. A snapshot of free-hyperlink sharing
Dow
nloa
ded
by [
Kun
glig
a T
ekni
ska
Hog
skol
a] a
t 07:
44 0
8 O
ctob
er 2
014
144
H. Mitsuhara
et al.
Re-design of adaptive link generation
It is hard for learners to select a suitable hyperlink for multiperspective thinking quickly frommany free-hyperlinks. In the worst case, they will not become aware of the presence of free-hyperlinks they should follow. Therefore, free-hyperlinks must be adapted.
We think that the perspectives of information comparison and information applicationmay show up as a difference in the destination pages connected using free-hyperlinks, thatis, a difference in learners’ interests. Therefore, free-hyperlinks made by other learners withlow similarity of interest may lead to web pages including different perspectives. The idea ofre-designing our adaptive link generation is to recommend such free-hyperlinks purposefullyto motivate learners to do information comparison and information application. The re-designed adaptive link generation aims to support awareness, preserving the richness of free-hyperlinks.
Learner model and similarity calculation.
To realize the re-designed adaptive link generation, wehad to prepare a learner model that represents learners’ interests and calculates the similarity ofinterest. Free-hyperlinks can represent the learners’ interests. Therefore, the learner model isformed from the status of free-hyperlinks and it consists of the ‘anchor word’ row and the‘learner’ column. We call the learner model the free-hyperlink matrix. Table 2 shows an exampleof the free-hyperlink matrix. In each element the number of free-hyperlinks is stored.
The calculation of similarity of interest between two learners is based on this assumption: twolearners who make a free-hyperlink with the same anchor word have similar interests. Then thesimilarity (
r
) is calculated as the Pearson’s correlation coefficient in the free-hyperlink matrix.Given two learners’ free-hyperlink lists in the free-hyperlink matrix as X = [
x
1
,
x
2
, …,
x
n
] and A= [
a
1
,
a
2
, …,
a
n
],
r
is calculated from the following formula:
Here
n
represents the entire number of kinds of anchor words.To take an example using Table 2, when learner X is the calculation origin, the calculated
similarities are
r
(A) = 0.612,
r
(B) = 0.381,
r
(C) =
−
0.403, and
r
(D) =
−
0.511. When a positivecorrelation is shown (0 <
r
≤
1), the similarity is regarded as high. When a negative correlationis shown (
−
1
≤
r
<0), the similarity is regarded as low.
Execution of adaptation.
An adaptation of free-hyperlinks is to recommend free-hyperlinksmade by other learners with low similarity of interest. The adaptation is executed by means ofcollaborative filtering and adaptive annotation according to the following process.
Similarities of interest between a learner and other learners are calculated. The calculatedsimilarities are categorized by the tentative criteria shown in Table 3.
r
x x a a
x x a a
i ii
n
ii
n
ii
n=
− −
−
−
=
= =
∑
∑ ∑
( )( )
( ) ( )
1
2
1
2
1
Dow
nloa
ded
by [
Kun
glig
a T
ekni
ska
Hog
skol
a] a
t 07:
44 0
8 O
ctob
er 2
014
Adaptive link generation for multiperspective thinking
145
Free-hyperlinks made by a learner whose calculated similarity is in the category of ‘Slightlydissimilar’ or ‘Dissimilar’ are recommended with icons and messages (i.e., notes) (see Figure 4aand b). The icons act as the first recommendation indicating that there are free-hyperlinksconnected to web pages including different perspectives. The messages act as the second recom-mendation indicating which free-hyperlink should be followed from some free-hyperlinks withthe same anchor word.
In the case where learners twice follow a free-hyperlink whose anchor word is the same, theselearners can compare two pages on the same learning topic (the two pages are displayed on sepa-rate web browsers). Therefore, this case is regarded as information comparison, and the messagethat motivates them to do information comparison is displayed (see Figure 4a). In the casewhere learners follow a free-hyperlink whose anchor word is different from that of the last free-hyperlink these learners followed, these learners can apply information about one of the relatedlearning topics. Therefore, this case is regarded as information application, and the message thatmotivates them to do information application is displayed (Figure 4b).
To take an example using Table 2, learners X, A, and D seem to be interested in cloningtechnology. Looking closely at the elements in Table 1, we suppose that learners X and Amay be interested in cloning technology from a biological perspective (these learners madefree-hyperlinks of anchor words mainly indicating biology). On the other hand, learner D maybe interested in cloning technology from a bioethical perspective (this learner made free-hyperlinks of anchor words mainly indicating bioethics). The similarities,
r
(A) = 0.612 and
r
(D) =
−
0.511, are calculated when learner X is the calculation origin, and free-hyperlinksmade by learner D are recommended for learner X. By this recommendation, learner X willbecome aware of the presence of information (free-hyperlinks) about bioethics that is uninter-esting for this learner but necessary to learn cloning technology, and will be motivated to domultiperspective thinking.
Experimental use and considerations
We conducted experimental use of the free-hyperlink environment that implements the re-designed adaptive link generation by 15 undergraduate students in a computer science course
Table 2. An example of the free-hyperlink matrix
X A B C D
Cloning Technology 2 2 0 0 1DNA 3 1 1 0 0Body Cell 1 0 0 0 0Developmental Engineering 0 1 0 0 0Family Registration Law 0 0 1 0 1Bioethics 0 0 0 0 3Brain Death 0 0 0 1 2Organ Transplant 0 0 0 1 2Cloned Cow 1 0 1 0 0
Dow
nloa
ded
by [
Kun
glig
a T
ekni
ska
Hog
skol
a] a
t 07:
44 0
8 O
ctob
er 2
014
146
H. Mitsuhara
et al.
and surveyed the use of it. In this experimental use, we prepared 60 anchor words indicatingcomputer technologies (software and hardware). The students made at least 10 free-hyperlinksof the prepared anchor words, exploring the open corpus Web. After that time they followedadapted free-hyperlinks, exploring the closed corpus Web that consisted of several web pagesabout integrated fields of software and hardware. After this small-scale exploratory learning onthe Web, they completed questionnaires about the effectiveness of the free-hyperlink sharingand the free-hyperlink recommendation.
From the results of a questionnaire shown in Table 4, we found out that the students weregiven many opportunities by the free-hyperlink sharing, but there were problems such as free-hyperlink overflow and multiperspective thinking overload. The results of questionnaires aboutfree-hyperlink recommendation (‘How many recommended free-hyperlinks actually guided youto information that was uninteresting but necessary for you?’) indicated that nearly 50% ofrecommended free-hyperlinks were inappropriate in terms of the precision ratio—a lot of inap-propriate free-hyperlinks were unexpectedly recommended.
Inappropriate free-hyperlinks that do not contribute to multiperspective thinking should beeliminated. Currently the similarity is calculated only from the free-hyperlink matrix and the crite-ria have not been considered. This means that a high precision of the similarity calculation anda high validity of the criteria for free-hyperlink recommendations are required. From anotherpoint of view, we have to consider the strategy of the free-hyperlink recommendation in reducinginappropriate free-hyperlinks and maximizing the learning effectiveness. For example, a learnerwho is interested in ITS (Intelligent Tutoring System) does not want to read web pages aboutITS (Intelligent Transport System), but the current version of the free-hyperlink environment
Table 3. Tentative criteria for free-hyperlink recommendation
Annotation
Similarity category Condition Icon Message
Similar
r
> 0.0 – –Slightly dissimilar
−
0.5 <
r
≤
0.0 Information comparison
This page may include a slightly different perspective from yours. Let’s compare information described on the current page and this page!
Information application
This page may include a slightly different perspective from yours. Let’s apply information described on this page to the current page!
Dissimilar
−
1.0 <
r
≤
−
0.5 Information comparison
This page may include a different perspective from yours. Let’s compare information described on the current page and this page!
Information application
This page may include a different perspective from yours. Let’s apply information described on this page to the current page!
Dow
nloa
ded
by [
Kun
glig
a T
ekni
ska
Hog
skol
a] a
t 07:
44 0
8 O
ctob
er 2
014
Adaptive link generation for multiperspective thinking
147
recommends the ‘ITS (Intelligent Transport System)’ free-hyperlinks for the learner. However,the case such as this example simultaneously generates the issues of how to detect a learner’scharacteristics correctly in a learning context (e.g., interests, learning goals, and potentials) andhow to select the strategy suitable for the learner, because there might be learners who discoverthe possibility of fusion of the two concepts of ITS. For practical use of the free-hyperlink envi-ronment, we have to consider the issues and reduce free-hyperlink overflow using new techniques(e.g., context-aware information filtering and ontological/conceptual frameworks).
We think that multiperspective thinking overload should not be fixed, because multiperspec-tive thinking is essential for increasing the effectiveness of exploratory learning on the Web.What is more, an increase in opportunities for learners to do multiperspective thinking is ourvery aim. However, it is true that the learners’ motivation for learning should not be impededbecause of a multiperspective thinking overload. We have to implement tools for supportingmultiperspective thinking to maintain their motivation.
Conclusion
This paper has described a new approach to increasing the effectiveness of exploratory learningon the Web, focusing on the re-design of adaptive link generation, further working on the free-hyperlink environment we developed before. The re-designed adaptive link generation aims tomotivate learners to think about information (web pages) that is uninteresting for them butnecessary for learning by recommending free-hyperlinks made by other learners with a low simi-larity of interest.
From the results of experimental use of the free-hyperlink environment that implementsthe re-designed adaptive link generation, we found out that our approach can help increasethe effectiveness of the exploratory learning. The free-hyperlink environment, which can
Table 4. Questionnaires for surveying free-hyperlink sharing
Question Options No.
What do you think about free-hyperlinks that are displayed in addition to static hyperlinks? (Multiple choice is allowed)
+ I can get desirable web pages efficiently 9
+ I can get web pages that search engines will not provide as high-ranked pages
8
+ I can broaden my interests by being given various web pages
10
+ I can understand a learning topic by reading many web pages about it efficiently
8
+ I can get motivated by knowing the presence of other learners (perspectives)
6
−
It is quite difficult to determine which pages I should read from many web pages
2
−
I will get lost in the Web containing many free-hyperlinks 6
−
Reading many pages on the same topic, I felt difficulty in seeing if pages are correct
6
Dow
nloa
ded
by [
Kun
glig
a T
ekni
ska
Hog
skol
a] a
t 07:
44 0
8 O
ctob
er 2
014
148
H. Mitsuhara
et al.
spread information space on the Web appropriately for exploratory learning, increases oppor-tunities for learners to do multiperspective thinking. The re-designed adaptive link genera-tion, which can work as awareness support for the opportunities, prompts the learners’multiperspective thinking. Therefore, our approach has the advantage that learners can makeexploratory learning successful from the viewpoint of not only the quantity but also the qual-ity of knowledge. There is still a need to improve the approach for practical use (e.g.,improve the precision of the adaptive link generation), but we believe that our work indicatedpotential for new adaptive support in exploratory learning and will stimulate discussion aboutit.
Acknowledgements
This research was supported in part by Grant-in-Aid for Young Scientists (B) No. 16700561from the Japan Society for the Promotion of Science. Grateful thanks are expressed to Ian G.Kennedy for clarifying our English.
Notes on contributors
Hiroyuki Mitsuhara received both B.E. and M.E. degrees from Kinki University in 1998 and2000, and then received his Ph.D. degree from Tokushima University. He is now aResearch Associate at Tokushima University. Hiroyuki’s research interests include adaptivehypermedia, Web-based learning, and human–computer interaction.
Kazuhide Kanenishi graduated in 1986 from the Faculty of Education, Tokushima Universityand completed the coursework in graduate school in 1988 at Naruto University of Educa-tion. He received a Ph.D. degree from Tokushima University in 2001. From 1988 to 1991,he was a Research Assistant with the Institute for Integrated Communication Research andDevelopment, Kwansei Gakuin University. From 1991 to 1993, he was a ResearchAssistant with the Center for CAI, Kanazawa Institute of Technology. From 1994 to 1999,he was an Assistant Professor with the Faculty of Human Life Science, Shikoku University.Since 1999, he was an Assistant Professor with the Center for University Extension and atpresent he is an Associate Professor with the Center for Advanced Information Technology,Tokushima University. Kazuhide’s current interests are in the intelligent CAI, human–computer interaction and collaborative learning.
Yoneo Yano received his B.E., M.E., and Ph.D. degrees in communication engineering fromOsaka University, Japan, in 1969, 1971, and 1974, respectively. Since 1974 he has beenwith the Faculty of Engineering, Tokushima University, Japan. From 1979 to 1980, he wasa visiting Research Associate at the Computer-Based Education Research Lab., Universityof Illinois, USA. He is currently a Professor and the Dean of Faculty Engineering, Tokush-ima University. Yoneo’s current interests are in the intelligent CAI, human interface andcollaborative learning.
References
Boticario, J. G., Gaudioso, E. & Hernandez, F. (2000) Adaptive navigation support and adaptive collaborationsupport in WebDL, in: P. Brusilovsky, O. Stock & C. Strapparava (Eds) paper presented at the First
Dow
nloa
ded
by [
Kun
glig
a T
ekni
ska
Hog
skol
a] a
t 07:
44 0
8 O
ctob
er 2
014
Adaptive link generation for multiperspective thinking 149
International Conference on Adaptive Hypermedia and Adaptive Web-based Systems (AH2000), (Berlin,Springer), 51–61.
Brusilovsky, P. (2001) Adaptive hypermedia, User Modeling and User-Adapted Interaction, 11(1/2), 87–110.Brusilovsky, P. (2003) Adaptive navigation support in educational hypermedia: the role of student knowledge
level and the case for meta-adaptation, British Journal of Educational Technology, 34(4), 487–497.Carr, L. A., De Roure, D., Hall, W. & Hill, G. (1998) Implementing an open link service for the World-Wide
Web, World Wide Web Journal, 1(2), 61–71.Conklin, J. (1987) Hypertext: an introduction and survey, IEEE Computer, 20(9), 17–41.Hübscher, R. & Puntambekar, S. (2002) Adaptive navigation for learners in hypermedia is scaffolded
navigation, in: P. De Bra, P. Brusilovski & R. Conej (Eds) paper presented at the Second InternationalConference on Adaptive Hypermedia and Adaptive Web-based Systems (AH2002), (Berlin Springer), 184–192.
Kashihara, A., Hirashima, T. & Toyoda, J. (1995) A cognitive load application in tutoring, User Modeling andUser-Adapted Interaction, 4(4), 279–303.
Li, W. S., Vu, Q., Agrawal, D., Hara, Y. & Takano, H. (1999) PowerBookmarks: a system for personalizableweb information organization, sharing, and management, Computer Networks, 31, 1375–1389.
Mitsuhara, H., Ochi, Y., Kanenishi, K. & Yano, Y. (2002a) Adaptive web-based learning system with free-hyperlink environment for circumventing exploration impasse caused by hyperlink shortage, The Journal ofInformation and Systems in Education, 1(1), 109–118.
Mitsuhara, H., Ochi, Y., Kanenishi, K. & Yano, Y. (2002b) An adaptive web-based learning system with afree-hyperlink environment, in: P. Brusilovsky, N. Henze, E. Millán (Eds) paper presented at the Workshopon Adaptive Systems for Web-based Education 2002, (Málaga, Universidad de Málaga), 13–26.
Dow
nloa
ded
by [
Kun
glig
a T
ekni
ska
Hog
skol
a] a
t 07:
44 0
8 O
ctob
er 2
014
