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Development and Analysis of an Enhanced Multi-Expert Knowledge Integration System for Designing Context-Aware Ubiquitous Learning Contents

Development and Analysis of an Enhanced Multi-Expert Knowledge Integration System for Designing Context-Aware Ubiquitous Learning Contents

Gwo-Haur Hwang, Beyin Chen, Shiau-Huei Huang
Copyright: © 2018 |Volume: 16 |Issue: 4 |Pages: 23
ISSN: 1539-3100|EISSN: 1539-3119|EISBN13: 9781522542438|DOI: 10.4018/IJDET.2018100103
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MLA

Hwang, Gwo-Haur, et al. "Development and Analysis of an Enhanced Multi-Expert Knowledge Integration System for Designing Context-Aware Ubiquitous Learning Contents." IJDET vol.16, no.4 2018: pp.31-53. http://doi.org/10.4018/IJDET.2018100103

APA

Hwang, G., Chen, B., & Huang, S. (2018). Development and Analysis of an Enhanced Multi-Expert Knowledge Integration System for Designing Context-Aware Ubiquitous Learning Contents. International Journal of Distance Education Technologies (IJDET), 16(4), 31-53. http://doi.org/10.4018/IJDET.2018100103

Chicago

Hwang, Gwo-Haur, Beyin Chen, and Shiau-Huei Huang. "Development and Analysis of an Enhanced Multi-Expert Knowledge Integration System for Designing Context-Aware Ubiquitous Learning Contents," International Journal of Distance Education Technologies (IJDET) 16, no.4: 31-53. http://doi.org/10.4018/IJDET.2018100103

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Abstract

This article describes how in context-aware ubiquitous learning environments, teachers must plan a theme and design learning contents to provide complete knowledge for students. Knowledge acquisition, which is an approach for helping people represent and organize domain knowledge, has been recognized as a potential way of guiding teachers to develop real-world context-related learning contents. However, previous studies failed to address the issue that the learning contents provided by multiple experts or teachers might be redundant or inconsistent; moreover, it is difficult to use the traditional knowledge acquisition method to fully describe the complex real-world contexts and the learning contents. Therefore, in this article, a multi-expert knowledge integration system with an enhanced knowledge representation approach and Delphi method has been developed. From the experimental results, it is found that the teachers involved had a high degree of acceptance of the system. They believe that it can unify the knowledge of many teachers.

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