Semantic Analysis of Learners’ Emotional Tendencies on Online MOOC Education

Sustainability

Ling Wang¹  Gongliang Hu¹  Tiehua Zhou¹ 

[1] Department of Computer Technology, School of Information Engineering, Northeast Electric Power University, Jilin 132000, China;

关键词: education sustainable development;    semantic analysis;    MOOCs;    emotional tendencies;    time series;    customized instruction;   

DOI  :  10.3390/su10061921

来源: DOAJ

【 摘 要 】

As a new education product in the information age, Massive Open Online Courses (MOOCs) command momentous public attention for their unexpected rise and flexible application. However, the striking contrast between the high rate of registration and the low rate of completion has put their development into a bottleneck. In this paper, we present a semantic analysis model (SMA) to track the emotional tendencies of learners in order to analyze the acceptance of the courses based on big data from homework completion, comments, forums and other real-time update information on the MOOC platforms. Through emotional quantification and machine learning calculations, graduation probability can be predicted for different stages of learning in real time. Especially for learners with emotional tendencies, customized instruction could be made in order to improve completion and graduation rates. Furthermore, we classified the learners into four categories according to course participation time series and emotional states. In the experiments, we made a comprehensive evaluation of the students’ overall learning status by kinds of learners and emotional tendencies. Our proposed method can effectively recognize learners’ emotional tendencies by semantic analysis, providing an effective solution for MOOC personalized teaching, which can help achieve education for sustainable development.

【 授权许可】

Unknown