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Effect of Innovative Ontology-based Approach on Learning Performance of Students with ANOVA Method

Yao-Chien Hsieh, Chien-I Lee, Kuo-Kuang Chu


Previous research show that the concept mapping embedded in instructional settings could effectively improve students' cognitive schema, and facilitate meaningful learning. However, concept mapping has its limitation, especially in the representation of knowledge for complex concepts and domain knowledge. Thus, we developed an Ontology-based Reasoning Assistant Learning System (ORALS) in the study. To examine the effectiveness of the proposed system, a quasi-experimental design method were conducted in the study with three groups. A total of eighty-nine 7th secondary school student participated in the experiment- one experimental group and two control groups. The experimental group with 29 students was conducted ontology-based reasoning approach. The first control group with 30 students was managed with concept map learning approach, while the second control group with 30 students was guided with ontology learning approach. The experimental results show that the proposed learning system could facilitate middle- and low-achieving students in the experimental group outperform those in other two groups. In addition, high-and middle-achieving students in the experimental group have lower cognitive load than those in others. Relevant suggestions are advised in the results of the study.


Ontology, concept map, e-learning system, cognitive load, secondary education

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