Adaptive Learning Sequence based on Formal Concept Analysis for SCORM Compliant Environment

P.-T. Yu and C.-M. Liu (Taiwan)


Formal concept analysis; Knowledge space theory; Individual learning


Through the practical teaching experiences and investigations, we discover that there exists a gap between learners’ current performances and learning objectives. In this thesis, we provide an instructional design aimed at improving individual learning which is integrated with Formal Concept Analysis (FCA) and Knowledge Space Theory in one unified framework. It provides a knowledge landscape with multiple learning paths and individual remedial learning sequences for students to navigate according to their own preferences, knowledge states and learning objectives.

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