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dc.contributor.authorHwang, Gwo-Jenen_US
dc.contributor.authorPatcharin Panjabureeen_US
dc.contributor.authorพัชรินทร์ ปัญจบุรีen_US
dc.contributor.authorWannapong Triampoen_US
dc.contributor.authorวรรณพงษ์ เตรียมโพธิ์en_US
dc.contributor.authorShih, Bo-Yingen_US
dc.contributor.otherNational Taiwan University of Science and Technologyen_US
dc.contributor.otherMahidol University. Institute for Innovative Learningen_US
dc.contributor.otherNational University of Tainanen_US
dc.date.accessioned2015-08-25T07:59:10Z
dc.date.accessioned2018-01-26T02:57:43Z-
dc.date.available2015-08-25T07:59:10Z
dc.date.available2018-01-26T02:57:43Z-
dc.date.issued2013-05
dc.identifier.citationBritish Journal of Educational Technology. Vol.44, (2013), 453-468en_US
dc.identifier.issn1467-8535
dc.identifier.urihttp://repository.li.mahidol.ac.th/dspace/handle/123456789/3387-
dc.description.abstractDiagnosing student learning barriers has been recognized as the most fundamental and important issue for improving the learning achievements of students. In the past decade, several learning diagnosis approaches have been proposed based on the concept–effect relationship (CER) model. However, past studies have shown that the effectiveness of this model heavily depends on the concept relationship knowledge provided by the domain experts (eg, experienced teachers or educators for a specified subject); ie, the performance of the developed learning diagnosis systems could be significantly affected by subjective opinions, ignorance or insufficient knowledge if those concept relationships are derived from a single domain expert. To cope with this problem, this study proposes a group decision approach for developing the CER model with the cooperation of multiple domain experts. Based on the proposed approach, a testing and diagnostic system has been implemented; moreover, an experiment has been conducted to evaluate the effectiveness of this new approach. The experimental results show that this approach is able to develop quality CER models, and hence the low-achievement students who received the generated learning suggestions had significantly better learning achievements than those who learned with the previous approach.en_US
dc.description.sponsorshipNational Science Council of the Republic of China under contract numbers NSC 99–2511-S-011-011-MY3 and NSC 100–2631-S-011-003, and the Mahidol University research funden_US
dc.language.isoenen_US
dc.rightsMahidol Universityen_US
dc.titleA group decision approach to developing concept–effect models for diagnosing student learning problems in mathematicsen_US
dc.typeArticleen_US
dc.rights.holderThe Authorsen_US
dc.identifier.doi10.1111/j.1467-8535.2012.01319.x
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