Principal Component Analysis on the Students' Perception of a Cognitive Assistant for Content Reinforcement in Higher Education

Principal Component Analysis on the Students' Perception of a Cognitive Assistant for Content Reinforcement in Higher Education

Luciano Frontino de Medeiros (Centro Universitário Internacional UNINTER, Brazil) and Marilene Santana dos Santos Garcia (Centro Universitário Internacional UNINTER, Brazil)
Copyright: © 2019 |Pages: 25
DOI: 10.4018/978-1-5225-9031-6.ch004

Abstract

The study in this chapter presents training by highly ontology-oriented tutoring host (THOTH), a cognitive assistant applied to students of higher education. It was developed to provide a reinforcement of contents, aiming to reach a high level of interactivity between users and interfaces. THOTH is based on the theoretical assumption that knowledge is organized in the form of ontologies constructed in the ORAV model in regard to the Ausubel's meaningful learning. THOTH processes the required objects of the ontology in order to facilitate the formulation of standard questions based on the attributes. After one session, students gave its perceptions in a Likert-scale questionnaire with 13 questions. A principal component analysis was performed with 35 questionnaires revealing eight different categories of grouped questions, ranging from the degree of functionality in the learning process to featuring how users were accepting the conversations. The evaluation of the categories is explained quantitatively, highlighting relationships between the elements of each category of study.
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Ausubel’S Significant Learning And Aspects Of Bloom's Taxonomy

Ausubel’s theory (1982), which condenses meaningful learning, covers aspects of how human learning is handled, and places great emphasis on cognitive issues. The basis of these theoretical precepts include the appreciation of prior knowledge of the learner, so that they can construct mental structures, which may be able to promote learning with more pleasure and effectiveness (Pozo, 2002). Technologies, in this way, can be seen as a means to anchor this form of learning. They can work forms of organization, like conceptual maps that show discoveries about other types of knowledge, thus characterizing a more pleasant, effective and significant learning process.

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