A new model, namely fuzzy inference system (FIS) concept mapping (FISCMAP), is proposed here that explores the fuzzy logic constructs within a computer-based concept mapping (CM) environment. FISCMAP involves modeling techniques as a vehicle to improve the intelligence of an online learning feedback environment that could promote personalization and adaptation to the student’s online educational needs, thus, fighting info-exclusion. From this perspective, the CMapTools is used as the online environment that captures the students’ actions and choices during the CM construction. Eight CMapTools measurements are considered to form inputs to a five-level FIS, equipped with 115 expert’s fuzzy rules. The CMapTools data were drawn from a blended (b)-learning course offered by a Greek Higher Education Institution, involving 20 Master’s students. Experimental results have shown that the proposed FISCMAP scheme, when used for the evaluation of users’ Quality of Concept Map (QoCM) via constructive CM variables (metrics), can provide intelligent descriptors regarding the students’ online CM. Furthermore, the FISCMAP’s dynamic analysis of QoCM and identification of the students’ transitional step behavior, during the development of the CM, provide further insight in the CM building strategies they adopt, forming constructive feedback. The latter reinforces the students’ ability to reflect on and analyze material in order to form reasoned judgments, clearly contributing to their critical thinking and deeper learning.

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在对更智能的在线学习反馈进行概念映射质量建模时：一种基于模糊逻辑的方法

本文提出了一种新的模型，即模糊推理系统（FIS）概念映射（FISCMAP），该模型探索了基于计算机的概念映射（CM）环境中的模糊逻辑构造。FISCMAP将建模技术作为一种工具，以提高在线学习反馈环境的智能，从而可以促进个性化和适应学生的在线教育需求，从而与信息排斥作斗争。从这个角度来看，CMapTools用作在线环境，可捕获学生在CM构建过程中的动作和选择。八个CMapTools测量值被认为构成了五级FIS的输入，该FIS具有115位专家的模糊规则。CMapTools数据来自希腊高等教育机构提供的混合（b）学习课程，涉及20名硕士生。实验结果表明，提出的FISCMAP方案用于通过建设性CM变量（指标）评估用户的概念图质量（QoCM）时，可以提供有关学生在线CM的智能描述符。此外，在CM的发展过程中，FISCMAP对QoCM的动态分析以及对学生过渡步态行为的识别，为他们采用的CM构建策略提供了进一步的见解，形成了建设性的反馈。后者增强了学生反思和分析材料以形成合理判断的能力，显然有助于他们的批判性思维和更深入的学习。可以提供有关学生在线CM的智能描述符。此外，在CM的发展过程中，FISCMAP对QoCM的动态分析以及对学生过渡步态行为的识别，为他们采用的CM构建策略提供了进一步的见解，形成了建设性的反馈。后者增强了学生反思和分析材料以形成合理判断的能力，显然有助于他们的批判性思维和更深入的学习。可以提供有关学生在线CM的智能描述符。此外，在CM的发展过程中，FISCMAP对QoCM的动态分析以及对学生过渡步态行为的识别，为他们采用的CM构建策略提供了进一步的见解，形成了建设性的反馈。后者增强了学生反思和分析材料以形成合理判断的能力，显然有助于他们的批判性思维和更深入的学习。