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Title: Predicting the confusion level of text excerpts with syntactic, lexical and n-gram features
Authors: Pedro, T. S.
Silva, J. L.
Pereira, R.
Editors: Luis Gómez Chova; Agustín López Martínez; Ignacio Candel Torres
Keywords: Confusion
Supervised learning
Issue Date: 2018
Publisher: IATED
Abstract: Distance learning, offline presentations (presentations that are not being carried in a live fashion but were instead pre-recorded) and such activities whose main goal is to convey information are getting increasingly relevant with digital media such as Virtual Reality (VR) and Massive Online Open Courses (MOOCs). While MOOCs are a well-established reality in the learning environment, VR is also being used to promote learning in virtual rooms, be it in the academia or in the industry. Oftentimes these methods are based on written scripts that take the learner through the content, making them critical components to these tools. With such an important role, it is important to ensure the efficiency of these scripts. Confusion is a non-basic emotion associated with learning. This process often leads to a cognitive disequilibrium either caused by the content itself or due to the way it is conveyed when it comes to its syntactic and lexical features. We hereby propose a supervised model that can predict the likelihood of confusion an input text excerpt can cause on the learner. To achieve this, we performed syntactic and lexical analyses over 300 text excerpts and collected 5 confusion level classifications (0 – 6) per excerpt from 51 annotators to use their respective means as labels. These examples that compose the dataset were collected from random presentations transcripts across various fields of knowledge. The learning model was trained with this data with the results being included in the body of the paper. This model allows the design of clearer scripts of offline presentations and similar approaches and we expect that it improves the efficiency of these speeches. While this model is applied to this specific case, we hope to pave the way to generalize this approach to other contexts where clearness of text is critical, such as the scripts of MOOCs or academic abstracts.
Peer reviewed: yes
DOI: 10.21125/edulearn.2018.1959
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
Appears in Collections:ISTAR-CRI - Comunicações a conferências internacionais

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