Using Wikipedia and Conceptual Graph Structures to Generate Questions for Academic Writing Support

Autor/inn/en	Liu, Ming; Calvo, R. A.; Aditomo, A.; Pizzato, L. A.
Titel	Using Wikipedia and Conceptual Graph Structures to Generate Questions for Academic Writing Support
Quelle	In: IEEE Transactions on Learning Technologies, 5 (2012) 3, S.251-263 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-1382
DOI	10.1109/TLT.2012.5
Schlagwörter	Foreign Countries; Computer Assisted Instruction; Web 2.0 Technologies; Automation; Web Sites; Natural Language Processing; Computer System Design; Computer Software Evaluation; College Students; College Instruction; Instructional Effectiveness; Comparative Analysis; Statistical Analysis; Academic Discourse; Questioning Techniques; Writing Strategies; Writing Instruction; Literature Reviews; Concept Mapping; Student Research; Engineering Education; Research Papers (Students); Australia + Suchen Sie Ihr Suchwort? Ausland; Computer based training; Computerunterstützter Unterricht; Web-Design; Natürliche Sprache; Softwareanalyse; Collegestudent; Hochschullehre; Unterrichtserfolg; Statistische Analyse; Discourse; Diskurs; Befragungstechnik; Fragetechnik; Schreibtechnik; Schreibunterricht; Concept Map; Studentenforschung; Ingenieurausbildung; Australien
Abstract	In this paper, we present a novel approach for semiautomatic question generation to support academic writing. Our system first extracts key phrases from students' literature review papers. Each key phrase is matched with a Wikipedia article and classified into one of five abstract concept categories: Research Field, Technology, System, Term, and Other. Using the content of the matched Wikipedia article, the system then constructs a conceptual graph structure representation for each key phrase and the questions are then generated based the structure. To evaluate the quality of the computer generated questions, we conducted a version of the Bystander Turing test, which involved 20 research students who had written literature reviews for an IT methods course. The pedagogical values of generated questions were evaluated using a semiautomated process. The results indicate that the students had difficulty distinguishing between computer-generated and supervisor-generated questions. Computer-generated questions were also rated as being as pedagogically useful as supervisor-generated questions, and more useful than generic questions. The findings also suggest that the computer-generated questions were more useful for the first-year students than for second or third-year students. (Contains 12 tables and 4 figures.) (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10