Applications of concurrent access patterns in web usage mining

This paper builds on the original data mining and modelling research which has proposed the discovery of novel structural relation patterns, applying the approach in web usage mining. The focus of attention here is on concurrent access patterns (CAP), where an overarching framework illuminates the methodology for web access patterns post-processing. Data pre-processing, pattern discovery and patterns analysis all proceed in association with access patterns mining, CAP mining and CAP modelling. Pruning and selection of access pat-terns takes place as necessary, allowing further CAP mining and modelling to be pursued in the search for the most interesting concurrent access patterns. It is shown that higher level CAPs can be modelled in a way which brings greater structure to bear on the process of knowledge discovery. Experiments with real-world datasets highlight the applicability of the approach in web navigation

Data mining technology for the evaluation of web-based teaching and learning systems

Instructional design for Web-based teaching and learning environments causes problems for two reasons. Firstly, virtual forms of teaching and learning result in little or no direct contact between instructor and learner, making the evaluation of course effectiveness difficult. Secondly, the Web as a relatively new teaching and learning medium still requires more research into learning processes with this technology. We propose data mining – techniques to discover and extract knowledge from a database – as a tool to support the analysis of student learning processes and the evaluation of the effectiveness and usability of Web-based courses. We present and illustrate different data mining techniques for the evaluation of Web-based teaching and learning systems

Data mining technology for the evaluation of learning content interaction

Interactivity is central for the success of learning. In e-learning and other educational multimedia environments, the evaluation of interaction and behaviour is particularly crucial. Data mining – a non-intrusive, objective analysis technology – shall be proposed as the central evaluation technology for the analysis of the usage of computer-based educational environments and in particular of the interaction with educational content. Basic mining techniques are reviewed and their application in a Web-based third-level course environment is illustrated. Analytic models capturing interaction aspects from the application domain (learning) and the software infrastructure (interactive multimedia) are required for the meaningful interpretation of mining results

Rough Sets Clustering and Markov model for Web Access Prediction

Discovering user access patterns from web access log is increasing the importance of information to build up adaptive web server according to the individual user’s behavior. The variety of user behaviors on accessing information also grows, which has a great impact on the network utilization. In this paper, we present a rough set clustering to cluster web transactions from web access logs and using Markov model for next access prediction. Using this approach, users can effectively mine web log records to discover and predict access patterns. We perform experiments using real web trace logs collected from www.dusit.ac.th servers. In order to improve its prediction ration, the model includes a rough sets scheme in which search similarity measure to compute the similarity between two sequences using upper approximation

Mining Sequences of Developer Interactions in Visual Studio for Usage Smells

In this paper, we present a semi-automatic approach for mining a large-scale dataset of IDE interactions to extract usage smells, i.e., inefficient IDE usage patterns exhibited by developers in the field. The approach outlined in this paper first mines frequent IDE usage patterns, filtered via a set of thresholds and by the authors, that are subsequently supported (or disputed) using a developer survey, in order to form usage smells. In contrast with conventional mining of IDE usage data, our approach identifies time-ordered sequences of developer actions that are exhibited by many developers in the field. This pattern mining workflow is resilient to the ample noise present in IDE datasets due to the mix of actions and events that these datasets typically contain. We identify usage patterns and smells that contribute to the understanding of the usability of Visual Studio for debugging, code search, and active file navigation, and, more broadly, to the understanding of developer behavior during these software development activities. Among our findings is the discovery that developers are reluctant to use conditional breakpoints when debugging, due to perceived IDE performance problems as well as due to the lack of error checking in specifying the conditional

Web Usage Mining with Evolutionary Extraction of Temporal Fuzzy Association Rules

In Web usage mining, fuzzy association rules that have a temporal property can provide useful knowledge about when associations occur. However, there is a problem with traditional temporal fuzzy association rule mining algorithms. Some rules occur at the intersection of fuzzy sets' boundaries where there is less support (lower membership), so the rules are lost. A genetic algorithm (GA)-based solution is described that uses the flexible nature of the 2-tuple linguistic representation to discover rules that occur at the intersection of fuzzy set boundaries. The GA-based approach is enhanced from previous work by including a graph representation and an improved fitness function. A comparison of the GA-based approach with a traditional approach on real-world Web log data discovered rules that were lost with the traditional approach. The GA-based approach is recommended as complementary to existing algorithms, because it discovers extra rules. (C) 2013 Elsevier B.V. All rights reserved

Web Site Personalization based on Link Analysis and Navigational Patterns

The continuous growth in the size and use of the World Wide Web imposes new methods of design and development of on-line information services. The need for predicting the users’ needs in order to improve the usability and user retention of a web site is more than evident and can be addressed by personalizing it. Recommendation algorithms aim at proposing “next” pages to users based on their current visit and the past users’ navigational patterns. In the vast majority of related algorithms, however, only the usage data are used to produce recommendations, disregarding the structural properties of the web graph. Thus important – in terms of PageRank authority score – pages may be underrated. In this work we present UPR, a PageRank-style algorithm which combines usage data and link analysis techniques for assigning probabilities to the web pages based on their importance in the web site’s navigational graph. We propose the application of a localized version of UPR (l-UPR) to personalized navigational sub-graphs for online web page ranking and recommendation. Moreover, we propose a hybrid probabilistic predictive model based on Markov models and link analysis for assigning prior probabilities in a hybrid probabilistic model. We prove, through experimentation, that this approach results in more objective and representative predictions than the ones produced from the pure usage-based approaches

An evaluation of scaffolding for virtual interactive tutorials

Scaffolding refers to a temporary support framework used during construction. Applied to teaching and learning it describes measures to support a learner to become confident and self-reliant in a subject. In a Web environment scaffolding features need to replace the instructor. We discuss our approach to Web-based scaffolding based on the cognitive apprenticeship and activity theories. We suggest a set of four scaffold types that have made our scaffolding-supported virtual interactive tutorial successful. We present a novel evaluation approach for virtual tutorials that is embedded into an iterative, evolutionary instructional design