Academic journal article Educational Technology & Society

Diagnosis Mechanism and Feedback System to Accomplish the Full-Loop Learning Architecture

Academic journal article Educational Technology & Society

Diagnosis Mechanism and Feedback System to Accomplish the Full-Loop Learning Architecture

Article excerpt


Students in network-based learning environments may have their own learning paths based on either their learning results or status. The learning system can choose suitable learning materials for individual students depending on students' learning results. There is a lot of research about learning diagnosis in distance education, and the main objective is to improve students' learning effects. This research proposes a full-loop learning architecture based on a knowledge map and provides feedback about teaching materials suitable for students. First of all, the learning system diagnoses and identifies the misconceptions of students by using a knowledge map; second, it selects suitable learning materials according to misconceptions and arranges a learning path for individual students to do remedial learning. This research uses precision, recall, and F-measure to measure the feedback effects. The results of the experiment show that the learning materials and learning paths suggested by the system are good. The contributions of this research are as follows: improving the diagnosis method; giving suitable learning materials and learning paths for remedy learning; and, moreover, improving the learning effects of students.


E-Learning, Knowledge map, Learning diagnosis, Learning feedback


Computer-assisted instruction (CAI) has been extensively studied recently (Bloom, Linton, & Bell, 1997; Srisethanil & Baker, 1995; Wong, Quek, & Looi, 1998). CAI attempts to assist teachers to enhance their instruction. However, teachers still encounter many difficulties when applying technologies to their courses and classes. For example, teachers should offer teaching materials at different levels based on the backgrounds and the academic achievement of individual students. Additionally, online instant-feedback tests have also been developed to replace traditional pen-and-paper tests.

The learning process has sequential gradations, for example, from easy to difficult. Each gradation of learning prepares the student for the next gradation, and qualitative changes also occur during learning (Sherry & Wilson, 1997). To facilitate effective learning, adaptive learning largely focuses on diagnosing students based on their answers to the test and arranging follow-up teaching materials according to the learning achievement of students.

To enhance the learning of students on the Internet, learning performance technology based on measurement, tracking, and evaluation is adopted to discover the learning states of students and determine appropriate teaching materials (Clark, 1994; Langdon, 1991). Clark and Langdon assert that appropriate and effective teaching materials can facilitate learning more efficiency (Clark, 1994; Langdon, 1991). Furthermore, interaction is also an indispensable part of teaching, and the main interaction system on the Internet is based on testing and feedback on achievement (Willis & Dickinson, 1997).

Computer technology can be applied to testing in two ways (Alessi & Trollip, 1991): (1) using a computer to build and construct a test, and (2) using a computer as the examination medium. These two applications can be considered active and passive applications, respectively. An active application guides students in learning, diagnoses misconceptions, and prevents students from making mistakes, while a passive application merely records the learning processes and preserves and reports the statistics and learning results of students (Chou, 1996).

An effective test system can not only assess the learning effects of students, but can also diagnose the learning barriers of students, as well as help students to overcome these obstacles. Therefore, an effective test system must reach two major goals: (1) to analyze the basic obstacles that students encounter while they are learning; (2) to set a learning sequence to improve the academic achievement of students. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed


An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.