A linked data-based collaborative annotation system for increasing learning achievements     

Hafed Zarzour  Mokhtar Sellami 《Educational technology research and development : ETR & D》2017,65(2):381-397

With the emergence of the Web 2.0, collaborative annotation practices have become more mature in the field of learning. In this context, several recent studies have shown the powerful effects of the integration of annotation mechanism in learning process. However, most of these studies provide poor support for semantically structured resources, more precisely for sharing and linking educational contents using linked data approach. Adopting Semantic Web technologies, this paper proposed a new linked data-based collaborative annotation system called L2OD, which allows students to enrich their annotations with relevant resources retrieved from Linked Open Data clouds. L2OD supports two modes of annotation, a private annotation mode for the user’s individual annotations, and a shared mode for all users’ annotations. The experimentation shows that the learners who have used L2OD have significantly increased their learning achievements referring to the difference between L2OD’s post-test and the control group’s post-test. It also shows significant positive correlations between learning achievements and quantity of private and shared annotations in the experimental group, respectively.  相似文献   

Effects of a linked data-based annotation approach on students’ learning achievement and cognitive load     

Hafed Zarzour  Mokhtar Sellami 《Interactive Learning Environments》2013,21(8):1090-1099

ABSTRACT

In this study, a linked data-based annotation approach is proposed. A learning system has been developed based on the approach by providing an annotating function, a linked data enrichment function, a sharing function and faceted search function. To evaluate the effectiveness of this innovative approach, an experiment was carried out in which two classes of students participated. The first class served as the experimental group, in which the students learned with the proposed approach, and the second class served as the control group, in which the students learned with the conventional annotation approach. The experiment results show that the experimental group significantly outperformed the control group. Moreover, the cognitive load of the students in the experimental group was significantly lower than the ones in the control group. This implies that the linked data-based annotation approach not only reduced the students’ cognitive load, but also improved their learning achievement.  相似文献