Similarity-Based Classification in Partially Labeled Networks

We propose a similarity-based method, using the similarity between nodes, to address the problem of classification in partially labeled networks. The basic assumption is that two nodes are more likely to be categorized into the same class if they are more similar. In this paper, we introduce ten similarity indices, including five local ones and five global ones. Empirical results on the co-purchase network of political books show that the similarity-based method can give high accurate classification even when the labeled nodes are sparse which is one of the difficulties in classification. Furthermore, we find that when the target network has many labeled nodes, the local indices can perform as good as those global indices do, while when the data is sparce the global indices perform better. Besides, the similarity-based method can to some extent overcome the unconsistency problem which is another difficulty in classification.Comment: 13 pages,3 figures,1 tabl

Web Document Models for Web Information Retrieval

http://www.emse.fr/OSWIR05/2005-oswir-p19-beigbeder.pdfInternational audienceDifferent Web document models in relation to the hyper- text nature of the Web are presented. The Web graph is the most well known and used data extracted from the Web hy- pertext. The ways it has been used in works in relation with information retrieval are surveyed. Finally, some consider- ations about the integration of these works in a Web search engine are presented

한국 초등학생들의 온라인 하이퍼링크 자료를 활용한 영어 읽기 경험 사례 연구

학위논문(석사) -- 서울대학교대학원 : 사범대학 외국어교육과(영어전공), 2023. 2. 소영순.21세기 정보화 사회에서 지식 정보 처리 능력의 중요성은 나날이 증가하고 있다. 2015 개정 영어 교육과정에서는 지식 정보 처리 역량을 새로운 중심 역량으로 소개하고 있으며, 최근 코로나 바이러스로 인한 비대면적 영어 학습 환경이 확대됨에 따라 다양한 온라인 영어 저작물이 개발되어 제공되어왔다. 온라인 저작물은 사전, 영상자료, 백과사전 등의 다양한 자료와 링크로 연결되어 학습자의 필요에 따라 즉각적으로 선택 및 활용이 가능한 하이퍼텍스트(hypertext)기술이 적용되어 구현되었다. 이에 개별 학습자의 올바른 자료 판단 및 활용 역량에 따른 영어 학습 능력의 차이가 심화되고 있는 현실이다. 그러나 영어 읽기에 관한 여러 선행 연구들에서 온라인 하이퍼텍스트 자료의 활용은 성인 학습자를 비롯하여 영어 학습 능력이 우수한 학습자에게만 제한적으로 이루어졌다는 한계를 보이고 있다. 따라서, 본 연구는 연구 대상의 범위를 확장하여 EFL 환경의 초등 영어 학습자들이 영어 읽기 활동에서 온라인 하이퍼링크 자료를 어떻게 사용하고 인식하는지 인지적, 정의적 관점에서 질적으로 고찰해보고자 한다. 이를 위해 한국의 초등학교 6학년 학생들이 자발적으로 참여하였으며 스크린 테스트를 거쳐 세 명의 참가자들이 모집되었다. 연구 참여자들은 총 16회의 온라인 영어 읽기 과업을 수행하며 세 개의 온라인 자료(네이버 영어 사전, 네이버 백과사전, 유투브)를 활용하였다. 참여자들은 개인적인 필요에 따라 자료를 활용하며 읽기 중 발생한 어려움을 해결하였고, 효과적인 독해를 위한 전략들을 사용하였다. 읽기 과업 직후에는 학습자들의 온라인 하이퍼링크 자료의 활용 목적과 읽기 과정 전반에 관한 면담이 실시되었다. 온라인 영어 읽기 과업은 줌(ZOOM) 프로그램을 통해 화면 녹화 및 음성 녹음되었으며, 면담 내용은 스마트 폰을 이용하여 녹음되었다. 세 명의 학습자들은 영어 수준 및 배경지식, 이해도 측면에서 차이를 보였으며 영어 학습 수준과 필요에 따라 적합한 정보 활용 전략 및 읽기 전략을 발전시켜가는 모습을 보였다. 특히, 학습자들이 온라인 하이퍼링크 자료를 활용하며 읽기의 어려움을 해결하는 과정에서 언어적 지식의 습득, 배경지식의 축적 등의 인지적 변화와 더불어 학습자 개인의 영어 읽기에 대한 흥미(reading interest)와 자신감(self-confidence), 자기 효능감(self-efficacy)를 느끼는 등의 정의적인 변화를 관찰할 수 있었다. 비록, 참여자의 영어 학습 수준에 따라 전략을 사용하는 양상에 있어서는 차이가 있었으나 온라인 하이퍼링크 자료가 초등 영어 학습자의 제 2언어 학습에 미치는 긍정적인 영향을 파악할 수 있었다. 본 연구는 방법론적 측면에서 일부 한계가 있었으나 초등 영어학습자들이 영어 읽기 활동에서 정보를 주체적으로 활용하며 효과적인 문제 해결에 기여하는 적극적인 읽기를 실천하였다는 점에서 온라인 영어 학습 및 영어 읽기 활동에서 활용할 수 있는 온라인 하이퍼링크 자료의 영향력에 대해 통찰을 제시하고 있다. 이에 영어 교육환경에서 하이퍼텍스트 기술과 온라인 정보 매체의 접목을 통해 학생들의 읽기 흥미를 증진시키는데 도움이 될 수 있을 것으로 기대한다.Digital literacy plays an important role in the recent computer-assisted learning environment. The 2015 Revised National English Curriculum introduced digital literacy as a core ability to develop in English language learners. In accordance with the emergence of digital literacy, various online reading materials embedded with hypertexts were provided to EFL learners, which connected the English reading text with diverse online resources existing outside of the text. As readers effective use of online resources in English reading is the core ability of digital literacy, the importance of hypertexts and hyperlinked resources in English reading was examined by many researchers. However, few studies are conducted on young readers use of hyperlinked online resources in English reading. Therefore, this study aims to investigate the use of Korean elementary school students hyperlinked online resources in English reading and their perception of the use of hyperlinked online resources. Exploring readers use and perception of English reading assisted by hyperlinked online information sources, will provide insights into English reading instruction by determining young readers difficulties in reading English and how they solve the difficulties with the effective use of hypertext materials while reading. For this study, three 6th grade Korean elementary school students voluntarily participated in the sixteen sessions. Throughout the sixteen sessions, students read English science expository texts. Students used three online resources (Naver English Dictionary (NED), Naver Encyclopedia (NE), and YouTube) to assist their reading. Following the reading tasks, semi-structured interviews were conducted to explore the students perception of using hyperlinked resources while reading. The use of hyperlinked online resources in English reading was screen-recorded with Zoom software and the following semi-structured interviews were recorded with an iPhone audio-recording program. The findings suggested that readers mainly used hyperlinked online resources to support them in addressing lexical difficulties in reading, which in turn resulted in a positive evaluation of the use of online resources in their English reading. By complementing their linguistic deficiencies with the hyperlinked online resources, readers could feel self-confidence and self-efficacy in English reading. The accumulation of experiences in English reading assisted by hyperlinked online resources also elicited reading interest among readers, which proposed an optimistic view of turning readers into life-long readers. Throughout the sixteen sessions, readers also developed online reading strategies such as locating the appropriate information they needed or finding an effective way to use hyperlinked resources. Although the degree of the potential of hyperlinked online resources differed among individual learners due to their differences in language proficiency or prior knowledge, the use of online resources in reading resulted in their overall cognitive and affective change in English reading. Although this study had some limitations concerning the methodological approach of the research, it will contribute to a better understanding of Korean elementary school students English reading behavior with the potential benefits of hyperlinked online resources in English learning.CHAPTER 1. INTRODUCTION 1 1.1 The Background of the Study 1 1.2 The Purpose of the Study 6 1.3 The Organization of the Thesis 7 CHAPTER 2. LITERATURE REVIEW 8 2.1 Hypertext in Online Reading 8 2.1.1 The Features of Hypertext in Online Reading 8 2.2 Online Reading Strategies 11 2.3 Factors Influencing Hypertext Reading 15 2.3.1 External Factors in Hypertext Reading 15 2.3.2 Internal Factors in Hypertext Reading 19 2.4 Limitations of Previous Research 24 CHAPTER 3. METHODOLOGY 27 3.1 Participants 28 3.2 Instruments 33 3.2.1 Background Information Questions 33 3.2.2 Hypertexts 34 3.2.3 Comprehension Questions 45 3.2.4 Semi-structured Interview Questions 45 3.2.5 Final Interview Questions 46 3.3 Data Collection 47 3.3.1 Think aloud Protocol 49 3.4 Data Transcription 51 3.5 Data Analysis 53 3.5.1 Analysis of Reading Process 53 3.5.2 Analysis of Interviews 56 CHAPTER 4. RESULTS AND DISCUSSION 59 4.1 Comparison of the Three Readers Use of Hyperlinked Online Resources in English Reading 60 4.1.1 Readers' Use of Pre-Determined Hyperlinked Online Resources in English Reading 62 4.1.2 Readers' Voluntary Use of Hyperlinked Online Resources in English Reading 74 4.1.3 Readers Perceptions of Hyperlinked Online Resource Use in English Reading 94 4.2 The Potentials of English Reading Assisted by Hyperlinked Online Resources 102 4.2.1 The Positive Influence of Hyperlinked Online Resources on EFL Readers' Cognitive and Affective Domain 102 4.2.2 The Value of Reading Experience and Practice 105 CHAPTER 5. CONCLUSION 108 5.1 Major Findings and Implications 108 5.2 Limitations and Suggestions for Further Research 111 REFERENCES 114 APPENDICES 123 ABSTRACT IN KOREAN 133석

Scholarly publishing and argument in hyperspace

The World Wide Web is opening up access to documents and data for scholars. However it has not yet impacted on one of the primary activities in research: assessing new findings in the light of current knowledge and debating it with colleagues. The ClaiMaker system uses a directed graph model with similarities to hypertext, in which new ideas are published as nodes, which other contributors can build on or challenge in a variety of ways by linking to them. Nodes and links have semantic structure to facilitate the provision of specialist services for interrogating and visualizing the emerging network. By way of example, this paper is grounded in a ClaiMaker model to illustrate how new claims can be described in this structured way

VAS (Visual Analysis System): An information visualization engine to interpret World Wide Web structure

People increasingly encounter problems of interpreting and filtering mass quantities of information. The enormous growth of information systems on the World Wide Web has demonstrated that we need systems to filter, interpret, organize and present information in ways that allow users to use these large quantities of information. People need to be able to extract knowledge from this sometimes meaningful but sometimes useless mass of data in order to make informed decisions. Web users need to have some kind of information about the sort of page they might visit, such as, is it a rarely referenced or often-referenced page? This master\u27s thesis presents a method to address these problems using data mining and information visualization techniques