Investigating the Interplay between Text Difficulty and Prerequisite Relation Identification in Educational Texts

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3ASLPIIS5L" target="_blank" >RIV/00216208:11320/25:SLPIIS5L - isvavai.cz</a>

Výsledek na webu

<a href="https://www.scopus.com/inward/record.uri?eid=2-s2.0-85206576671&doi=10.4000%2f125nn&partnerID=40&md5=72f4104e6ab6f496c890aea425a26d9b" target="_blank" >https://www.scopus.com/inward/record.uri?eid=2-s2.0-85206576671&doi=10.4000%2f125nn&partnerID=40&md5=72f4104e6ab6f496c890aea425a26d9b</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.4000/125nn" target="_blank" >10.4000/125nn</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Investigating the Interplay between Text Difficulty and Prerequisite Relation Identification in Educational Texts

Popis výsledku v původním jazyce

Prerequisite relations (PR) are fundamental in knowledge acquisition and the applications of Artificial Intelligence to distance learning, particularly with regard to personalized learning plans. The role of these relations is to specify the sequence of information acquisition necessary for understanding a target concept. Despite their significance, identifying PRs in educational texts is challenging, mainly due to the lack of systematic procedures for their identification on educational texts. This paper contributes to the ongoing research on PR identification by exploring the relationship between text difficulty, assessed across various linguistic properties and target audiences, and prerequisite relations. We conducted a crowd-based study on the novel task of prerequisite concept ordering. The study yielded preliminary yet valuable insights into the impact of text difficulty on the task. Such evidence sheds light on the need to account for the linguistic properties of texts when identifying PRs, thus advancing the field’s comprehension of PRs within the educational landscape. Ultimately, we hope that this work could foster novel linguistically-aware research on PR. © 2024 Associazione Italiana di Linguistica Computazionale.

Název v anglickém jazyce

Investigating the Interplay between Text Difficulty and Prerequisite Relation Identification in Educational Texts

Popis výsledku anglicky

Prerequisite relations (PR) are fundamental in knowledge acquisition and the applications of Artificial Intelligence to distance learning, particularly with regard to personalized learning plans. The role of these relations is to specify the sequence of information acquisition necessary for understanding a target concept. Despite their significance, identifying PRs in educational texts is challenging, mainly due to the lack of systematic procedures for their identification on educational texts. This paper contributes to the ongoing research on PR identification by exploring the relationship between text difficulty, assessed across various linguistic properties and target audiences, and prerequisite relations. We conducted a crowd-based study on the novel task of prerequisite concept ordering. The study yielded preliminary yet valuable insights into the impact of text difficulty on the task. Such evidence sheds light on the need to account for the linguistic properties of texts when identifying PRs, thus advancing the field’s comprehension of PRs within the educational landscape. Ultimately, we hope that this work could foster novel linguistically-aware research on PR. © 2024 Associazione Italiana di Linguistica Computazionale.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

—

Návaznosti

—

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Italian Journal of Computational Linguistics

ISSN

2499-4553

e-ISSN

—

Svazek periodika

10

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

26

Strana od-do

39-64

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85206576671