A multi-constraint learning path recommendation algorithm based on knowledge map

It is difficult for e-learners to make decisions on how to learn when they are facing with a large amount of learning resources, especially when they have to balance available limited learning time and multiple learning objectives in various learning scenarios. This research presented in this paper addresses this challenge by proposing a new multi-constraint learning path recommendation algorithm based on knowledge map. The main contributions of the paper are as follows. Firstly, two hypotheses on e-learners’ different learning path preferences for four different learning scenarios (initial learning, usual review, pre-exam learning and pre-exam review) are verified through questionnaire-based statistical analysis. Secondly, according to learning behavior characteristics of four types of the learning scenarios, a multi-constraint learning path recommendation model is proposed, in which the variables and their weighted coefficients considers different learning path preferences of the learners in different learning scenarios as well as learning resource organization and fragmented time. Thirdly, based on the proposed model and knowledge map, the design and implementation of a multi-constraint learning path recommendation algorithm is described. Finally, it is shown that the questionnaire results from over 110 e-learners verify the effectiveness of the proposed algorithm and show the similarity between the learners’ self-organized learning paths and the recommended learning paths.

Publisher Statement: NOTICE: this is the author’s version of a work that was accepted for publication in Knowledge-Based Systems. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Knowledge-Based Systems, [(in press), (2017)] DOI: 10.1016/j.knosys.2017.12.011

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