Determining the Set of Concept Map Based Tasks for Computerized Knowledge Self-Assessment

AbstractDemands for educated labor force with well-integrated cognitive structures call for necessity to use in educational institutions appropriate teaching and knowledge assessment methods directed towards fine development and assessment of students’ conceptual understanding. Concept maps as a kind of mental models have great potential in knowledge assessment due to several significant advantages. However, a taxonomy of possible concept mapping tasks has not been developed yet. The paper considers the problem of extending a set of concept mapping tasks in the already developed concept map based knowledge assessment system. The possible types of tasks are investigated from the point of view of the degree of directedness. As a result, a taxonomy of concept mapping tasks directly related to externalization of students’ knowledge structures are given and explained in detail

Testing of Detection Tools for AI-Generated Text

Recent advances in generative pre-trained transformer large language models have emphasised the potential risks of unfair use of artificial intelligence (AI) generated content in an academic environment and intensified efforts in searching for solutions to detect such content. The paper examines the general functionality of detection tools for artificial intelligence generated text and evaluates them based on accuracy and error type analysis. Specifically, the study seeks to answer research questions about whether existing detection tools can reliably differentiate between human-written text and ChatGPT-generated text, and whether machine translation and content obfuscation techniques affect the detection of AIgenerated text. The research covers 12 publicly available tools and two commercial systems (Turnitin and PlagiarismCheck) that are widely used in the academic setting. The researchers conclude that the available detection tools are neither accurate nor reliable and have a main bias towards classifying the output as human-written rather than detecting AIgenerated text. Furthermore, content obfuscation techniques significantly worsen the performance of tools. The study makes several significant contributions. First, it summarises up-to-date similar scientific and non-scientific efforts in the field. Second, it presents the result of one of the most comprehensive tests conducted so far, based on a rigorous research methodology, an original document set, and a broad coverage of tools. Third, it discusses the implications and drawbacks of using detection tools for AI-generated text in academic settings.Comment: 38 pages, 13 figures and 10 tables, with appendix. Submitted to the International Journal of Educational Technology in Higher Educatio

Testing of Support Tools for Plagiarism Detection

There is a general belief that software must be able to easily do things that humans find difficult. Since finding sources for plagiarism in a text is not an easy task, there is a wide-spread expectation that it must be simple for software to determine if a text is plagiarized or not. Software cannot determine plagiarism, but it can work as a support tool for identifying some text similarity that may constitute plagiarism. But how well do the various systems work? This paper reports on a collaborative test of 15 web-based text-matching systems that can be used when plagiarism is suspected. It was conducted by researchers from seven countries using test material in eight different languages, evaluating the effectiveness of the systems on single-source and multi-source documents. A usability examination was also performed. The sobering results show that although some systems can indeed help identify some plagiarized content, they clearly do not find all plagiarism and at times also identify non-plagiarized material as problematic

Mākslīgais intelekts augstākajā izglītībā. Vadlīnijas

Šis materiāls izstrādāts Rīgas Stradiņa universitātes Pedagoģiskās izaugsmes centrā (RSU PIC).Vadlīniju mērķis ir sniegt praktiskus ieteikumus docētājiem un studējošajiem mākslīgā intelekta izmantošanai, ierobežošanai un lietošanas apguvei studiju procesā

Learners’ Support in Intelligent Tutoring Systems

Rakstā ir aprakstīta pieeja, kas uzlabo apmācāmā atbalstu, laikā kad apmācāmais risina praktiskas problēmas intelektuālā mācību sistēmā. Pieeja ir izstrādāta, balstoties uz esošo sistēmu trūkumu identificēšanu. Tā nodrošina divus problēmrisināšanas režīmus un izmanto divlīmeņu mājienu modeli. Katrā problēmrisināšanas režīmā pieejamie atgriezeniskās saites veidi ir specificēti. Mājienu modeļa izmantošanas algoritmi ir doti. Saskaņā ar piedāvāto pieeju apmācāmais risina problēmas tādā režīmā, kas ir vislabāk viņam/viņai piemērots, un saņem vispiemērotāko mājienu. Piedāvātās pieejas realizācijas detaļas intelektuālā mācību sistēmā Minimaksa algoritmam ir aprakstīta

Analysis of the Terminology Used in the Field of Virtual Learning

Plaša terminoloģija, kas apraksta iespējamus mācību veidus un pieejas, kuras izmanto dažādas tehnoloģijas mācību procesā, parādījās kopā ar strauju informācijas un komunikācijas tehnoloģiju attīstību. Šī terminoloģija ir jāsakārto un precīzi jānodefinē. Raksts apraksta visizplatītāko terminu (tādu kā computer-based learning, distance learning, e-learning, Internet-based learning, online learning, resource-based learning, technology-based learning, Web-based learning) astoņas grupas un definē apakškopas attieksmes starp grupām. Papildus tam no pedagoģijas nākošo un izmantojamo kā citu terminu neatņemama sastāvdaļa vārdu (education, instruction, learning, teaching, training, and tutoring) nozīme ir dota

Justifying the usage of concept mapping as a tool for the formative assessment of the structural knowledge of engineering students

Even though there is a lot of research both on formative assessment and structural knowledge, the formative assessment of structural knowledge is an absent element in the study process. One tool which could be used successfully by teachers for the mentioned purpose is concept mapping. However, its application for formative assessment is rarely based on a well-planned approach. This paper presents results indicating that concept mapping is a suitable tool for the formative assessment of structural knowledge. It is the first step of the development of an approach for the use of concept mapping in the formative assessment of structural knowledge. This paper is based on a) extensive analysis of available information sources on formative assessment and concept mapping and b) reflection of the author’s personal experience of implementation of formative assessment activities using concept mapping. The goal of the paper is not only to justify usage of concept mapping as a tool for the formative assessment of structural knowledge, but also to encourage teachers to use concept mapping in their practice for formative assessment purposes. This paper briefly describes elements of concept maps, defines the concept of structural knowledge and discusses the process of formative assessment. Suitability of concept mapping for the formative assessment of structural knowledge is considered in the light of three questions: Do concept maps allow seeing clearly differences between experts’ and novices’ structural knowledge? Does concept mapping support the main aspects of formative assessment? Is it possible to minimise the cost of formative assessment based on concept mapping

Determining the Set of Concept Map Based Tasks for Computerized Knowledge Self-Assessment

Demands for educated labor force with well-integrated cognitive structures call for necessity to use in educational institutions appropriate teaching and knowledge assessment methods directed towards fine development and assessment of students’ conceptual understanding. Concept maps as a kind of mental models have great potential in knowledge assessment due to several significant advantages. However, a taxonomy of possible concept mapping tasks has not been developed yet. The paper considers the problem of extending a set of concept mapping tasks in the already developed concept map based knowledge assessment system. The possible types of tasks are investigated from the point of view of the degree of directedness. As a result, a taxonomy of concept mapping tasks directly related to externalization of students’ knowledge structures are given and explained in detail

Biznesa procesu reinženierijas metodoloģiju un metožu salīdzinoša analīze

Mūsdienu organizācijas darbojas strauji mainīgajās ārējās vidēs un to konkurēt spēja ir atkarīga No tā, cik veiksmīgi organizācija seko šīm izmaiņām, t.i.,cik efektīva ir organizācijas darbība. Biznesa procesu reinženierija piedāvā pieeju radikālu uzlabojumu sasniegšanai organizācijas darbībā, fundamentāli pārdomājot un radikāli mainot visus organizācijas pastāvēšanas aspektus. Dotais raksts ir maģistra darba izstrādes gaitā iegūto rezultātu kopsavilkums. Tas sniedz vispārīgu priekšstatu par biznesa procesu reinženieriju un tās būtiskajām komponentēm, kā arī piedāvā pamatu reinženierijā izmantojamo metodoloģiju un metožu salīdzināšanai

The Problem-Solving Modes and a Two-Layer Model of Hints in the Intelligent Tutoring System for Minimax Algorithm

Tipiski intelektuālas mācību sistēmas piedāvā apmācāmajam tikai vienu problēmrisināšanas režīmu, t.i., atgriezeniskā saite tiek nodrošināta pēc katra risinājuma soļa. Turklāt, sistēmas mājieni ir sakārtoti, balstoties uz informativitātes pakāpi, un tiek doti secīgi, sākot ar vispārīgu mājienu un beidzot ar visspecifiskāku majienu. Rakstā ir aprakstīta pieeja, kas nodrošina intelektuālu mācību sistēmu lielākas adaptīvas spējas. Tā atbalsta divus problēmrisināšanas režīmus un izmanto divlīmeņu mājienu modeli. Tādējādi, apmācāmais risina problēmas režīmā, kas ir vislabāk viņam/viņai piemērots, un saņem vispiemērotāko mājienu. Minētā pieeja ir realizēta intelektuālā mācību sistēmā Minimaksa algoritma