Data Mining - Concepts and Techniques.

On Educational psychology: A cognitive view.

http://www.sakkyndig.com/psykologi/artvit/nadkarni2012.pdf

Why do people use Facebook

Self-presentation and belonging on Facebook: How personality influences social media use and motivations

While social networking has already demonstrated its efficiency in e-learning, gamification, which is the use of game-thinking and playful design in non-game contexts, has only shown its potential as a motivational tool. This paper presents the results of testing both social networking and gamification in an undergraduate course, comparing them in terms their effect on students' academic achievement, participation and attitude. The effects of a gamification plugin deployed in a learning management system were compared to those of a social networking site in the same educational setting. We found that both approaches presented better performance than a traditional e-learning approach in terms of academic achievement for practical assignments, but that, when it came to assessing knowledge, the traditional e-learning approach was better. Also challenging current assumptions, participation rates and scores remained low with the new tools, although students' attitudes were positive.

An empirical study comparing gamification and social networking on e-learning

Online social networking has deeply penetrated university campuses, influencing multiple aspects of student life. We investigate the impacts of individual online social networking engagement (e.g., on Facebook) from a pedagogical standpoint. Based on social learning theory, we argue that two socialization processes, social acceptance and acculturation, bridge individual online social networking engagement with three domains of social learning outcomes. Results from a survey accompanied by focus group discussions demonstrate the substantial impacts of university student online social networking engagement on social learning processes and outcomes. Online social networking not only directly influences university students' learning outcomes, but also helps the students attain social acceptance from others and adapt to university culture, both of which play prominent roles in improving their learning outcomes.

Can learning be virtually boosted? An investigation of online social networking impacts

Relying on social integration theory, this paper develops a conceptual model to explain how college students' online social networking (i.e., using Facebook) influences their social and academic social integration, and learning outcomes. Several rounds of focus group discussions were conducted to explore college students' current online social networking experience and their attitude toward using Facebook for education. Our findings indicate that students' online social networking is straightforwardly influential to their social learning, while its influence on the academic learning might be realised through a gradual and longitudinal process.

https://www.researchgate.net/profile/Wen_Stella_Tian/publication/220449471_The_impact_of_online_social_networking_on_learning_A_social_integration_perspective/links/548cb49d0cf225bf66a29b45.pdf

The impact of online social networking on learning: a social integration perspective

Online social networking has deeply penetrated university campuses, influencing multiple aspects of student life. We investigate the impacts of individual online social networking engagement (e.g., on Facebook) from a pedagogical standpoint. Based on social learning theory, we argue that online social networking engagement leads university students to attain positive learning outcomes (self-esteem development, satisfaction with university life, and performance). We further argue that three attributions of social learning (self-efficacy belief, social acceptance and acculturation) bridge individual online social networking engagement with desired learning outcomes. Results from a survey accompanied by focus group discussions demonstrate the substantial impact of university student online social networking on social learning processes and outcomes.

/pdf/embedded-social-learning-in-online-social-networking-x2nkig06gc.pdf

Embedded social learning in online social networking

An increasing number of researchers and educational practitioners have shown their interest in the use of concept mapping techniques to elicit and represent individuals' knowledge structures. By extending previous research on concept map assessment, this study aims to develop a new evaluation metric enabling the ''information uncertainty'' embedded in concept maps to be assessed so as to predict individuals' problem-solving performance. In particular, our novel metric EntropyAvg is underpinned by the notion of entropy in information theory. A controlled experiment is carried out to evaluate the effectiveness of our proposed metric. Our experimental results demonstrate that the entropy values computed according to EntropyAvg strongly correlate to individuals' problem-solving performance and that the predictive power of EntropyAvg is significantly higher than that of existing widely used concept map evaluation metrics. Our research work opens the door to the application of concept mapping techniques in enterprise-wide knowledge management in general and enterprise-wide knowledge assessment in particular.

Predicting problem-solving performance with concept maps: An information-theoretic approach

Causal map integration is helpful to broaden group member’s eyesight and sheds insight on the detection of overall group’s cognition tendencies However the existing causal map integration approaches are either based on human intervention mechanism that is criticized with researcher bias, or based on syntactic mechanism that lacks of semantic In order to improve the current causal map integration methodology and practice, this study proposes the conceptualization and formalization of an innovative causal map integration approach, automatic semantic causal map integration, grounded on the Sowa’s Conceptual Graph Theory and Kosko’s Fuzzy Knowledge Combination Theory The system prototype with an example is also illustrated

Angela Yan Yu

Papers

Can learning be virtually boosted? An investigation of online social networking impacts

The impact of online social networking on learning: a social integration perspective

Embedded social learning in online social networking

Predicting problem-solving performance with concept maps: An information-theoretic approach

Automatic semantic causal map integration