Iya isanda imfuno yokufunda egxile kumfundi (SCL) kumaziko emfundo ephakamileyo, kuquka nowamazinyo.Nangona kunjalo, i-SCL inesicelo esilinganiselweyo kwimfundo yamazinyo.Ke ngoko, olu phononongo lujolise ekukhuthazeni ukusetyenziswa kwe-SCL kumazinyo ngokusebenzisa iteknoloji yokufunda ngomatshini womthi (ML) ukwenza imephu yendlela yokufunda ekhethwayo (LS) kunye nezicwangciso zokufunda ezihambelanayo (IS) zabafundi bamazinyo njengesixhobo esiluncedo sokuphuhlisa izikhokelo ze-IS. .Iindlela ezithembisayo kubafundi bamazinyo.
Inani labafundi bamazinyo be-255 abavela kwiYunivesithi yaseMalaya bagqiba i-Index elungisiweyo yeZitayile zokuFunda (m-ILS) i-questionnaire, equlethe izinto ze-44 zokuzihlela kwii-LS zabo.Idatha eqokelelweyo (ebizwa ngokuba yidathasethi) isetyenziswa kwisigqibo somthi wesigqibo sokufunda ukutshatisa ngokuzenzekelayo izimbo zokufunda zabafundi neyona IS ifanelekileyo.Ukuchaneka kwesixhobo sokufunda ngomatshini esekwe kwi-IS siyavavanywa.
Ukusetyenziswa kwemifuziselo yomthi wesigqibo kwinkqubo yokwenza imephu ezenzekelayo phakathi kwe-LS (igalelo) kunye ne-IS (imveliso ekujoliswe kuyo) ivumela uluhlu olukhawulezayo lwezicwangciso zokufunda ezifanelekileyo kumfundi ngamnye wamazinyo.Isixhobo sokucebisa i-IS sibonise ukuchaneka okugqibeleleyo kunye nokukhumbula ukuchaneka kwemodeli ngokubanzi, ebonisa ukuba ukufanisa i-LS ne-IS kunovakalelo oluhle kunye neenkcukacha.
Isixhobo sokucebisa se-IS esisekelwe kumthi wesigqibo seML sibonakalise ukukwazi kwawo ukuthelekisa ngokuchanekileyo izimbo zokufunda zabafundi bamazinyo kunye nezicwangciso zokufunda ezifanelekileyo.Esi sixhobo sibonelela ngeendlela ezinamandla zokucwangcisa izifundo ezigxile kumfundi okanye iimodyuli ezinokuphucula amava okufunda abafundi.
Ukufundisa nokufunda yimisebenzi engundoqo kumaziko emfundo.Xa kuphuhliswa inkqubo yemfundo yezandla ekumgangatho ophezulu, kubalulekile ukugxila kwiimfuno zokufunda zabafundi.Intsebenziswano phakathi kwabafundi nendawo abafunda kuyo inokumiselwa ngeLS yabo.Uphando lucebisa ukuba ukungangqinelani okucetywa ngutitshala phakathi kwe-LS yabafundi kunye ne-IS kunokuba neziphumo ezibi ekufundeni kwabafundi, njengokuncipha kwengqwalasela kunye nenkuthazo.Oku kuya kuchaphazela ngokungangqalanga ukusebenza kwabafundi [1,2].
IS yindlela esetyenziswa ngootitshala ukunika abafundi ulwazi nezakhono, kuquka ukunceda abafundi bafunde [3].Ngokubanzi, ootitshala abalungileyo bacwangcisa izicwangciso zokufundisa okanye IS ehambelana ngcono nenqanaba lolwazi lwabafundi babo, iikhonsepthi abazifundayo, kunye nenqanaba labo lokufunda.Ngokwethiyori, xa i-LS kunye ne-IS zihambelana, abafundi baya kukwazi ukuququzelela kwaye basebenzise iseti ethile yezakhono ukuze bafunde ngokufanelekileyo.Ngokwesiqhelo, isicwangciso sesifundo siquka utshintsho oluninzi phakathi kwezigaba, ezinjengokusuka ekufundiseni ukuya kwindlela ekhokelwayo okanye ukusuka kwindlela ekhokelwayo ukuya kwindlela ezimeleyo.Becinga ngoku, abafundisi-ntsapho abaphumelelayo badla ngokucwangcisa imiyalelo ngenjongo yokwakha ulwazi nezakhono zabafundi [4].
Imfuno ye-SCL iyakhula kumaziko emfundo ephakamileyo, kuquka nezamazinyo.Izicwangciso ze-SCL ziyilelwe ukuhlangabezana neemfuno zokufunda zabafundi.Oku kunokufezekiswa, umzekelo, ukuba abafundi bathatha inxaxheba ebonakalayo kwimisebenzi yokufunda nootitshala basebenza njengabaququzeleli kwaye banoxanduva lokubonelela ngengxelo exabisekileyo.Kuthiwa ukubonelela ngemathiriyeli yokufunda kunye nemisebenzi efanelekileyo kwinqanaba lemfundo yabafundi okanye ukhetho lunokuphucula indawo yokufunda yabafundi kunye nokukhuthaza amava okufunda akhuthazayo [5].
Ngokubanzi, inkqubo yokufunda yabafundi bamazinyo iphenjelelwa ziinkqubo ezahlukeneyo zeklinikhi ekufuneka bezenzile kunye nemeko yeklinikhi apho baphuhlisa izakhono ezisebenzayo phakathi kwabantu.Injongo yoqeqesho kukwenza abafundi bakwazi ukudibanisa ulwazi olusisiseko lwamazinyo kunye nezakhono zonyango lwamazinyo kunye nokusebenzisa ulwazi olufunyenweyo kwiimeko ezintsha zeklinikhi [6, 7].Uphando lwakwangoko malunga nobudlelwane phakathi kwe-LS kunye ne-IS yafumanisa ukuba ukulungelelanisa iindlela zokufunda eziboniswe kwi-LS ekhethwayo kuya kunceda ukuphucula inkqubo yemfundo [8].Ababhali bakwacebisa ukuba kusetyenziswe iindlela ngeendlela zokufundisa nokuvavanya ukuziqhelanisa nokufunda neemfuno zabafundi.
Ootitshala bayazuza ekusebenziseni ulwazi lwe-LS ukubanceda bayile, baphuhlise, kwaye baphumeze imiyalelo eya kuphucula ukuzuza kwabafundi ulwazi olunzulu kunye nokuqonda umba wesifundo.Abaphandi baye baqulunqa izixhobo zokuhlola ezininzi ze-LS, ezifana ne-Kolb Experiential Learning Model, i-Felder-Silverman Learning Style Model (FSSLM), kunye ne-Fleming VAK / VARK Model [5, 9, 10].Ngokoncwadi, le mifuziselo yokufunda yeyona modeli ixhaphakileyo kwaye ifundwa kakhulu.Kumsebenzi wophando wangoku, i-FSSLM isetyenziselwa ukuvavanya i-LS phakathi kwabafundi bamazinyo.
I-FSSLM yimodeli esetyenziswa ngokubanzi yokuvavanya ukufunda okuguquguqukayo kubunjineli.Kukho imisebenzi emininzi epapashiweyo kwisayensi yezempilo (kubandakanya iyeza, ukongikazi, ikhemesti kunye nonyango lwamazinyo) enokufumaneka ngokusebenzisa iimodeli zeFSSLM [5, 11, 12, 13].Isixhobo esisetyenziselwa ukulinganisa imilinganiselo ye-LS kwi-FLSM ibizwa ngokuba yi-Index of Learning Styles (ILS) [8], equlethe izinto ze-44 ezivavanya imilinganiselo emine ye-LS: ukucutshungulwa (okusebenzayo / okubonakalayo), ukuqonda (ukuqonda / ukuqonda) igalelo (elibonakalayo)./ngomlomo) kunye nokuqonda (ukulandelelana/kwehlabathi) [14].
Njengoko kubonisiwe kuMfanekiso 1, umlinganiselo ngamnye weFSSLM unokhetho olubalaseleyo.Umzekelo, kwinqanaba lokucubungula, abafundi abane-LS "esebenzayo" bakhetha ukuseta ulwazi ngokunxibelelana ngokuthe ngqo nezinto zokufunda, ukufunda ngokwenza, kwaye bathande ukufunda bengamaqela.I-“reflective” LS ibhekisa ekufundeni ngokucinga kwaye ikhetha ukusebenza wedwa.Idimension "yokubona" yeLS inokohlulwa ibe "yimvakalelo" kunye/okanye "intuition."Abafundi “abazivayo” bakhetha ulwazi oluthe kratya olubambekayo kunye neenkqubo ezisebenzayo, zijolise kwinyani xa kuthelekiswa nabafundi “abanengqondo” abakhetha imathiriyeli engabonakaliyo kwaye bavelisa izinto ezintsha kunye nobuchule bendalo.I-"input" dimension ye-LS ibandakanya abafundi "ababonwayo" kunye "namazwi".Abantu abane-LS “ebonwayo” bakhetha ukufunda ngokusebenzisa imiboniso ebonakalayo (efana nemizobo, iividiyo, okanye imiboniso ephilayo), kanti abantu abane-LS “yomlomo” bakhetha ukufunda ngamagama abhalwe okanye achazwe ngomlomo.Ukuze "uqonde" imilinganiselo ye-LS, abafundi abanjalo banokwahlulwa babe "ngolandelelwano" kunye "nomhlaba jikelele".“Abafundi abalandelelanayo bakhetha inkqubo yokucinga elandelelanayo kwaye bafunde inyathelo ngenyathelo, ngelixa abafundi behlabathi bethande ukuba nenkqubo yokucinga epheleleyo kwaye bahlala bekuqonda ngcono oko bakufundayo.
Kutshanje, abaphandi abaninzi baye baqala ukuphonononga iindlela zokufunyanwa kwedatha ngokuzenzekelayo, kubandakanywa nophuhliso lwe-algorithms entsha kunye neemodeli ezikwazi ukutolika inani elikhulu ledatha [15, 16].Ngokusekelwe kwidatha enikeziweyo, i-ML egadiweyo (ukufunda ngomatshini) iyakwazi ukuvelisa iipatheni kunye neengcamango eziqikelela iziphumo ezizayo ngokusekelwe kulwakhiwo lwe-algorithms [17].Ukubeka nje, ubuchule bokufunda koomatshini obugadwayo bulawula idatha yegalelo kunye nomgaqo-nkqubo woqeqesho.Emva koko ivelisa uluhlu oluhlela okanye luqikelela umphumo ngokusekelwe kwiimeko ezifanayo kwidatha yegalelo elinikeziweyo.Olona ncedo luphambili lwe-algorithms yokufunda koomatshini kukukwazi ukuseka iziphumo ezifanelekileyo nezinqwenelekayo [17].
Ngokusetyenziswa kweendlela eziqhutywa yidatha kunye neemodeli zokulawula umthi wesigqibo, ukufunyanwa ngokuzenzekelayo kwe-LS kunokwenzeka.Imithi yesigqibo iye yaxelwa ukuba isetyenziswe ngokubanzi kwiinkqubo zoqeqesho kwiinkalo ezahlukeneyo, kuquka isayensi yezempilo [18, 19].Kolu phononongo, imodeli yaqeqeshwa ngokukodwa ngabaphuhlisi benkqubo ukuchonga i-LS yabafundi kunye nokucebisa eyona IS kubo.
Injongo yolu phononongo kukuphuhlisa izicwangciso ze-IS ezisekelwe kwi-LS yabafundi kunye nokusebenzisa indlela ye-SCL ngokuphuhlisa i-IS yesindululo isixhobo esifakwe kwi-LS.Ukuhamba koyilo lwesixhobo sokucebisa i-IS njengesicwangciso sendlela ye-SCL kuboniswe kuMfanekiso 1. Isixhobo sokucebisa i-IS sahlulahlulwe sibe ngamacandelo amabini, kubandakanywa nendlela yokuhlelwa kwe-LS usebenzisa i-ILS kunye neyona nto ifanelekileyo yokubonisa i-IS kubafundi.
Ngokukodwa, iimpawu zezixhobo zokucebisa ukhuseleko lolwazi zibandakanya ukusetyenziswa kwetekhnoloji yewebhu kunye nokusetyenziswa kwesigqibo sokufunda komatshini womthi.Abaphuhlisi benkqubo baphucula amava omsebenzisi kunye nokuhamba ngokuziqhelanisa nezixhobo eziphathwayo ezifana neeselfowuni kunye neetafile.
Uvavanyo lwenziwa kwizigaba ezibini kunye nabafundi beFaculty of Dentistry kwiYunivesithi yaseMalaya bathathe inxaxheba ngokuzithandela.Abathathi-nxaxheba baphendule kumfundi wamazinyo kwi-intanethi m-ILS ngesiNgesi.Kwinqanaba lokuqala, i-dataset yabafundi be-50 yasetyenziselwa ukuqeqesha i-algorithm yokufunda yomthi wesigqibo.Kwinqanaba lesibini lenkqubo yophuhliso, i-dataset yabafundi be-255 yasetyenziselwa ukuphucula ukuchaneka kwesixhobo esiphuhlisiwe.
Bonke abathathi-nxaxheba bafumana ingcaciso ekwi-intanethi ekuqaleni kwenqanaba ngalinye, ngokuxhomekeke kunyaka wokufunda, kusetyenziswa Amaqela eMicrosoft.Injongo yolu phando yachazwa kwaye kwafunyanwa imvume enolwazi.Bonke abathathi-nxaxheba banikwa ikhonkco lokufikelela kwi-m-ILS.Umfundi ngamnye wayalelwa ukuba aphendule zonke izinto ezingama-44 ezikuluhlu lwemibuzo.Banikwa iveki enye ukugqiba i-ILS elungisiweyo ngexesha kunye nendawo efanelekileyo kubo ngexesha lekhefu lesemester ngaphambi kokuqala kwesemester.I-m-ILS isekelwe kwisixhobo sokuqala se-ILS kwaye iguqulelwe kubafundi bamazinyo.Ngokufana ne-ILS yoqobo, iqulethe izinto ezingama-44 ezisasazwe ngokulinganayo (a, b), kunye nezinto ezili-11 nganye, ezisetyenziselwa ukuvavanya imiba ye-FSSLM nganye.
Ngexesha lamanqanaba okuqala ophuhliso lwesixhobo, abaphandi bachaza iimephu ngesandla besebenzisa idatha yabafundi abangama-50 bamazinyo.Ngokwe-FSLM, le nkqubo ibonelela ngesixa seempendulo “a” kunye no “b”.Kumlinganiselo ngamnye, ukuba umfundi ukhetha u-“a” njengempendulo, i-LS ihlelwa njenge-Active/Perceptual/Visual/Sequential, kwaye ukuba umfundi ukhetha u-“b” njengempendulo, umfundi uhlelwa njengoReflective/Intuitive/Linguistic. ./ umfundi wehlabathi.
Emva kokulinganisa ukuhamba komsebenzi phakathi kwabaphandi bemfundo yamazinyo kunye nabaphuhlisi benkqubo, imibuzo iye yakhethwa ngokusekelwe kwi-domain ye-FLSSM kwaye yondliwa kwimodeli ye-ML ukuqikelela i-LS yomfundi ngamnye."Udoti ngaphakathi, udoti ngaphandle" lilizwi elidumileyo kwintsimi yokufunda koomatshini, ngokugxininisa umgangatho wedatha.Umgangatho wedatha yegalelo umisela ukuchaneka kunye nokuchaneka komzekelo wokufunda umatshini.Ngexesha lesigaba sobunjineli, iseti entsha iyadalwa iyisimbuku seempendulo “a” kunye no “b” esekwe kwiFLSSM.Amanani okuchongwa kweendawo zamachiza anikwe kwiTheyibhile yoku-1.
Bala amanqaku asekelwe kwiimpendulo kwaye umisele iLS yomfundi.Kumfundi ngamnye, uluhlu lwamanqaku lusuka ku-1 ukuya ku-11. Amanqaku ukusuka ku-1 ukuya ku-3 abonisa ibhalansi yezinto ezikhethwayo zokufunda ngaphakathi komlinganiselo ofanayo, kwaye amanqaku ukusuka kwisi-5 ukuya ku-7 abonisa ukhetho oluphakathi, nto leyo ebonisa ukuba abafundi badla ngokukhetha indawo enye yokufundisa abanye. .Olunye ulwahlulo kumlinganiselo ofanayo kukuba amanqaku ukusuka kwi-9 ukuya kwi-11 abonisa ukhetho olunamandla kwesinye isiphelo okanye esinye [8].
Kwinqanaba ngalinye, amachiza adityaniswa abe “zisebenzayo”, “ezokubonisa” kunye “nokulinganisela”.Umzekelo, xa umfundi ephendula “a” kaninzi kuno “b” kwinto ebekiweyo kwaye amanqaku akhe angaphezulu komda we-5 wento ethile emele iProcessing LS dimension, ungowe-LS “active” LS. ithambeka..Nangona kunjalo, abafundi bahlelwa njenge-LS "ebonakalisayo" xa bekhetha "b" ngaphezu kuka "a" kwimibuzo ethile ye-11 (iThebhile 1) kwaye bafumene amanqaku angaphezu kwama-5.Ekugqibeleni, umfundi ukwimeko “yokulingana.”Ukuba amanqaku awadluli amanqaku ama-5, ke le "inkqubo" ye-LS.Inkqubo yokuhlelwa yaphindwa kwezinye iidimensions ze-LS, ezizezi ingqiqo (esebenzayo / ebonisayo), igalelo (elibonwayo / lomlomo), kunye nokuqonda (ngokulandelelana / kwehlabathi).
Imifuziselo yemithi yesigqibo inokusebenzisa iiseti ezahlukeneyo zeempawu kunye nemithetho yesigqibo kumanqanaba ahlukeneyo enkqubo yokuhlela.Ithathwa njengesixhobo esidumileyo sohlelo kunye nengqikelelo.Inokumelwa ngokusebenzisa isakhiwo somthi esifana ne-flowchart [20], apho kukho iindawo zangaphakathi ezimele iimvavanyo ngophawu, isebe ngalinye elimele iziphumo zovavanyo, kunye ne-leaf node nganye (i-leaf node) equkethe ileyibhile yeklasi.
Inkqubo elula esekelwe kumthetho yadalwa ukuze ifumane amanqaku kwaye ichaze iLS yomfundi ngamnye ngokusekelwe kwiimpendulo zabo.Umgaqo-siseko uthatha ifom ye-IF statement, apho "IF" ichaza i-trigger kwaye "THEN" ichaza isenzo esiza kwenziwa, umzekelo: "Ukuba i-X iyenzeka, yenza u-Y" (Liu et al., 2014).Ukuba isethi yedatha ibonisa ukulungelelaniswa kunye nomzekelo womthi wesigqibo uqeqeshwe ngokufanelekileyo kwaye uhlolwe, le ndlela ingaba yindlela efanelekileyo yokuzenzekelayo inkqubo yokufanisa i-LS kunye ne-IS.
Kwinqanaba lesibini lophuhliso, i-dataset yandiswa ukuya kwi-255 ukuphucula ukuchaneka kwesixhobo sokucebisa.Isethi yedatha yahlulwe ngomlinganiselo we-1: 4.I-25% (64) yedatha yedatha isetyenziselwe isethi yovavanyo, kwaye i-75% eseleyo (191) isetyenziswe njengesethi yoqeqesho (Umfanekiso 2).Isethi yedatha kufuneka ihlulwe ukukhusela imodeli ekuqeqeshweni nasekuvavanyweni kwiseti yedatha efanayo, enokubangela ukuba imodeli ikhumbule kunokuba ifunde.Imodeli iqeqeshwe kwisethi yoqeqesho kwaye ivavanya ukusebenza kwayo kwisethi yovavanyo-idatha imodeli engazange ibonwe ngaphambili.
Emva kokuba isixhobo se-IS siphuhlisiwe, isicelo siya kukwazi ukuhlela i-LS ngokusekelwe kwiimpendulo zabafundi bamazinyo nge-interface yewebhu.I-web-based based information security tool system yakhiwe kusetyenziswa ulwimi lweprogram yePython usebenzisa isakhelo se-Django njenge-backend.Uluhlu lwesi-2 ludwelisa amathala eencwadi asetyenziswa kuphuhliso lwale nkqubo.
Iseti yedatha inikwa imodeli yomthi wesigqibo sokubala kunye nokukhupha iimpendulo zabafundi ukuhlela ngokuzenzekelayo imilinganiselo ye-LS yomfundi.
I-matrix yokubhideka isetyenziselwa ukuvavanya ukuchaneka kwe-algorithm yokufunda ngomatshini womthi kwiseti yedatha enikiweyo.Kwangaxeshanye, ivavanya ukusebenza kwemodeli yokuhlela.Ishwankathela iingqikelelo zemodeli kwaye ithelekise kwiilebhile zedatha yangempela.Iziphumo zovavanyo zisekelwe kumaxabiso amane ahlukeneyo: I-True Positive (TP) - imodeli iqikelele ngokuchanekileyo udidi oluhle, i-False Positive (FP) - imodeli iqikelele udidi oluhle, kodwa ileyibhile yokwenyani yayingalunganga, i-True Negative (TN) - imodeli iqikelele ngokuchanekileyo iklasi engalunganga, kunye ne-face negative (FN) - Imodeli iqikelela udidi olubi, kodwa ileyibhile yokwenyani ilungile.
La maxabiso asetyenziswa ukubala iimetrics ezahlukeneyo zokusebenza zemodeli yolwahlulo lwe-scikit-learn kwiPython, eyile, ukuchaneka, ukuchaneka, ukukhumbula, kunye nenqaku le-F1.Nantsi imizekelo:
Ukukhumbula (okanye uvakalelo) kulinganisa ukukwazi kwemodeli yokuhlela ngokuchanekileyo i-LS yomfundi emva kokuphendula i-questionnaire ye-m-ILS.
Ukuchaneka kubizwa ngokuba yireyithi engalunganga yokwenyani.Njengoko unokubona kule fomula ingentla, oku kufuneka kube ngumlinganiselo wee-negatives zokwenyani (TN) ukuya kwi-negatives eyinyani kunye neyobuxoki (FP).Njengenxalenye yesixhobo esicetyiswayo sokuhlela iziyobisi zabafundi, kufuneka ikwazi ukuchongwa ngokuchanekileyo.
Idatha yoqobo yabafundi abangama-50 esetyenziselwe ukuqeqesha imodeli ye-ML yesigqibo somthi ibonise ukuchaneka okuphantsi ngenxa yempazamo yomntu kwiinkcazo (Itheyibhile 3).Emva kokudala inkqubo elula esekelwe kumgaqo wokubala ngokuzenzekelayo amanqaku e-LS kunye neenkcazo zabafundi, inani elikhulayo leedatha (255) zisetyenziselwa ukuqeqesha kunye nokuvavanya inkqubo yokuncoma.
Kwi-matrix yokudideka ye-multiclass, izinto ze-diagonal zibonisa inani lokuqikelela okuchanekileyo kuhlobo ngalunye lwe-LS (Umfanekiso 4).Ngokusebenzisa imodeli yomthi wesigqibo, iisampulu ezingama-64 ziqikelelwe ngokuchanekileyo.Ngaloo ndlela, kolu cwaningo, izakhi ze-diagonal zibonisa iziphumo ezilindelekileyo, ezibonisa ukuba imodeli yenza kakuhle kwaye iqikelela ngokuchanekileyo ileyibhile yeklasi yokuhlelwa kwe-LS nganye.Ngaloo ndlela, ukuchaneka ngokubanzi kwesixhobo sokuncoma yi-100%.
Amaxabiso okuchaneka, ukuchaneka, ukukhumbula, kunye namanqaku e-F1 aboniswe kwi-Figure 5. Kwinkqubo yokucebisa usebenzisa imodeli yomthi wesigqibo, inqaku layo le-F1 yi-1.0 "egqibeleleyo," ebonisa ukuchaneka okugqibeleleyo kunye nokukhumbula, okubonisa ubuntununtunu kunye neenkcukacha. ixabiso.
Umzobo wesi-6 ubonisa ukubonwa kwemodeli yomthi wesigqibo emva kokuba uqeqesho novavanyo lugqityiwe.Ngokuthelekisa icala necala, imodeli yomthi wesigqibo eqeqeshwe ngeempawu ezimbalwa ibonise ukuchaneka okuphezulu kunye nokubonakala kwemodeli elula.Oku kubonisa ukuba ubunjineli bobunjineli obukhokelela ekuncitshisweni kweempawu linyathelo elibalulekileyo ekuphuculeni imodeli yokusebenza.
Ngokusebenzisa imfundo ephantsi kolawulo lomthi, imephu phakathi kwe-LS (igalelo) kunye ne-IS (isiphumo ekujoliswe kuko) iveliswa ngokuzenzekelayo kwaye iqulethe ulwazi oluneenkcukacha kwi-LS nganye.
Iziphumo zabonisa ukuba i-34.9% yabafundi abangama-255 bakhetha enye (1) indlela ye-LS.Uninzi (54.3%) lunokhetho lwe-LS ezimbini nangaphezulu.I-12.2% yabafundi iqaphele ukuba i-LS ilungelelene kakhulu (iThebhile 4).Ukongeza kwii-LS ezisibhozo eziphambili, kukho indibaniselwano engama-34 yokuhlelwa kwe-LS kubafundi bamazinyo kwiYunivesithi yaseMalaya.Phakathi kwabo, umbono, umbono, kunye nokudibanisa ukuqonda kunye nombono yi-LS ephambili echazwe ngabafundi (Umfanekiso 7).
Njengoko kunokubonwa kwiThebhile 4, uninzi lwabafundi babeneemvakalelo eziphambili (13.7%) okanye ezibonakalayo (8.6%) zeLS.Kwaxelwa ukuba i-12.2% yabafundi idibanise ingqiqo kunye nombono (i-LS ye-perceptual-visual).Ezi ziphumo zibonisa ukuba abafundi bakhetha ukufunda nokukhumbula ngokusebenzisa iindlela ezisekiweyo, balandele iinkqubo ezicacileyo nezineenkcukacha, kwaye bathathele ingqalelo indalo.Kwangaxeshanye, bayakonwabela ukufunda ngokujonga (besebenzisa imizobo, njl.njl.) kwaye batyekele ekuxoxeni nasekusebenziseni ulwazi ngokwamaqela okanye bebodwa.
Olu pho nonongo lunika isishwankathelo sobuchule bokufunda koomatshini obusetyenziswa kwimigodi yedatha, kugxilwe ekuqikeleleni kwangoko nangokuchanekileyo iLS yabafundi kunye nokucebisa i-IS efanelekileyo.Ukusetyenziswa kwemodeli yomthi wesigqibo ichonge imiba esondele kakhulu kubomi babo kunye namava emfundo.Yi-algorithm yokufunda yomatshini egadiweyo esebenzisa ubume bomthi ukwahlula idatha ngokwahlulahlula iseti yedatha kwiicandelwana ezisekelwe kwiikhrayitheriya ezithile.Isebenza ngokuphindaphindiweyo ukwahlula idatha yegalelo kwii-subsets ezisekelwe kwixabiso lenye yeempawu zegalelo kwi-node yangaphakathi nganye de kube isigqibo senziwe kwi-node yeqabunga.
Iingqungquthela zangaphakathi zomthi wesigqibo zimele isisombululo esisekelwe kwiimpawu zegalelo zengxaki ye-m-ILS, kunye namagqabi amaqabunga amele ukubikezelwa kokuhlelwa kokugqibela kwe-LS.Kulo lonke uphononongo, kulula ukuqonda i-hierarchy yemithi yesigqibo echaza kwaye ibone inkqubo yesigqibo ngokujonga ubudlelwane phakathi kweempawu zokufaka kunye nokuqikelelwa kwemveliso.
Kwimimandla yesayensi yekhompyuter kunye nobunjineli, ii-algorithms zokufunda koomatshini zisetyenziswa ngokubanzi ukuqikelela ukusebenza kwabafundi ngokusekelwe kumanqaku abo oviwo lokungena [21], ulwazi lwedemografi, kunye nokuziphatha kokufunda [22].Uphando lubonise ukuba i-algorithm ichaze ngokuchanekileyo ukusebenza kwabafundi kwaye yabanceda bachonge abafundi abasemngciphekweni wobunzima bezifundo.
Ukusetyenziswa kwee-algorithms ze-ML ekuphuhliseni izigulane ze-simulators zoqeqesho lwamazinyo zichazwe.I-simulator iyakwazi ukuvelisa ngokuchanekileyo iimpendulo ze-physiological yezigulane zangempela kwaye ingasetyenziselwa ukuqeqesha abafundi bamazinyo kwindawo ekhuselekileyo nelawulwayo [23].Olunye uphononongo oluninzi lubonisa ukuba i-algorithms yokufunda koomatshini inokubanakho ukuphucula umgangatho kunye nokusebenza kakuhle kwemfundo yamazinyo kunye nezonyango kunye nokhathalelo lwesigulana.I-algorithms yokufunda ngomatshini isetyenziselwe ukuncedisa ukuxilongwa kwezifo zamazinyo ngokusekelwe kwiiseti zedatha ezifana neempawu kunye neempawu zesigulane [24, 25].Ngelixa ezinye izifundo zihlolisise ukusetyenziswa kwe-algorithms yokufunda koomatshini ukwenza imisebenzi efana nokuqikelela iziphumo zesigulane, ukuchonga izigulane ezinomngcipheko ophezulu, ukuphuhlisa izicwangciso zonyango zomntu [26], unyango lwe-periodontal [27], kunye nonyango lwe-caries [25].
Nangona iingxelo malunga nokusetyenziswa kokufundwa komatshini kwi-dentistry ziye zapapashwa, ukusetyenziswa kwayo kwimfundo yamazinyo kuhlala kulinganiselwe.Ke ngoko, olu phononongo lujolise ekusebenziseni imodeli yomthi wesigqibo ukuchonga izinto ezinxulumene kakhulu ne-LS kunye ne-IS phakathi kwabafundi bamazinyo.
Iziphumo zolu phando zibonisa ukuba isixhobo sokucebisa esiphuhlisiweyo sichaneke kakhulu kwaye sichaneke ngokugqibeleleyo, nto leyo ebonisa ukuba ootitshala banokuzuza kwesi sixhobo.Isebenzisa inkqubo yokuhlela eqhutywa yidatha, inokubonelela ngeengcebiso ezenzelwe wena kwaye iphucule amava emfundo kunye neziphumo zootitshala nabafundi.Phakathi kwazo, ulwazi olufunyenwe ngezixhobo zokucebisa lunokusombulula iingxabano phakathi kweendlela zokufundisa ezikhethwa ngootitshala kunye neemfuno zokufunda zabafundi.Ngokomzekelo, ngenxa yemveliso ezenzekelayo yezixhobo zokucebisa, ixesha elifunekayo ukuchonga i-IP yomfundi kunye nokuhambelana ne-IP ehambelana nayo iya kuncitshiswa kakhulu.Ngale ndlela, imisebenzi yoqeqesho efanelekileyo kunye nezixhobo zoqeqesho zinokucwangciswa.Oku kunceda ekuphuhliseni ukuziphatha kakuhle kwabafundi ekufundeni kunye nokukwazi ukugxila.Olunye uphononongo luxele ukuba ukunika abafundi izinto zokufunda kunye nemisebenzi yokufunda ehambelana ne-LS abayithandayo kunokunceda abafundi badibanise, baqhube kwaye banandiphe ukufunda ngeendlela ezininzi zokuphumeza amandla amakhulu [12].Uphando lukwabonisa ukuba ngaphezu kokuphucula ukuthatha inxaxheba kwabafundi eklasini, ukuqonda inkqubo yokufunda yabafundi kukwadlala indima ebalulekileyo ekuphuculeni iindlela zokufundisa kunye nokunxibelelana nabafundi [28, 29].
Noko ke, njengabo nabuphi na ubugcisa bezi mini, kukho iingxaki nemida.Ezi ziquka imiba enxulumene nobumfihlo bedatha, utyekelo kunye nobulungisa, kunye nezakhono zobuchwephesha kunye nezixhobo ezifunekayo ukuphuhlisa nokuphumeza i-algorithms yokufunda koomatshini kwimfundo yamazinyo;Nangona kunjalo, umdla okhulayo kunye nophando kule ndawo lubonisa ukuba iteknoloji yokufunda koomatshini ingaba nefuthe elihle kwimfundo yamazinyo kunye neenkonzo zamazinyo.
Iziphumo zolu phononongo zibonisa ukuba isiqingatha sabafundi bamazinyo sinotyekelo “lokubona” iziyobisi.Olu hlobo lomfundi lukhetha iinyaniso kunye nemizekelo ebambekayo, uqhelaniso olusebenzayo, umonde wokufumana iinkcukacha, kunye nokhetho lwe-LS “olubonwayo”, apho abafundi bakhetha ukusebenzisa imifanekiso, imizobo, imibala neemephu ukuze badlulisele iingcamango neengcinga.Iziphumo zangoku zihambelana nezinye izifundo zisebenzisa i-ILS ukuvavanya i-LS kubafundi bamazinyo kunye nabezonyango, uninzi lwabo luneempawu ze-LS zokuqonda kunye nokubonwayo [12, 30].UDalmolin et al ucebisa ukuba ukwazisa abafundi nge-LS yabo kubavumela ukuba bafikelele kwisakhono sabo sokufunda.Abaphandi bathi xa ootitshala beqonda ngokupheleleyo inkqubo yemfundo yabafundi, iindlela ezahlukeneyo zokufundisa kunye nemisebenzi inokuphunyezwa eya kuphucula ukusebenza kwabafundi kunye namava okufunda [12, 31, 32].Olunye uphononongo lubonise ukuba ukulungisa i-LS yabafundi kukwabonisa ukuphucuka kwamava okufunda kunye nokusebenza kwabafundi emva kokutshintsha izimbo zabo zokufunda ukuze zihambelane ne-LS yabo [13, 33].
Iimbono zootitshala zinokwahluka malunga nokuphunyezwa kwezicwangciso-qhinga zokufundisa ezisekelwe kubuchule bokufunda babafundi.Ngelixa abanye bebona izibonelelo zale ndlela, kubandakanywa amathuba ophuhliso lobuchwephesha, ukuqeqeshwa, kunye nenkxaso yoluntu, abanye banokuxhalaba malunga nexesha kunye nenkxaso yeziko.Ukuzabalazela ukulungelelana ngundoqo ekudaleni isimo sengqondo somfundi.Amagunya emfundo ephakamileyo, njengabalawuli beyunivesithi, banokudlala indima ebalulekileyo ekuqhubeni utshintsho oluhle ngokuzisa iindlela ezintsha kunye nokuxhasa uphuhliso lwefakhalthi [34].Ukudala inkqubo yemfundo ephakamileyo enefuthe ngokwenene nesabelayo, abaqulunqi bomgaqo-nkqubo kufuneka bathabathe amanyathelo akhaliphileyo, afana nokwenza iinguqu kumgaqo-nkqubo, ukunikela izibonelelo ekudityanisweni kobuchwepheshe, nokudala izikhokelo ezikhuthaza iindlela ezigxile kubafundi.La manyathelo abalulekile ekuphumezeni iziphumo ezinqwenelekayo.Uphando lwakutsha nje malunga nomyalelo owahluliweyo lubonise ngokucacileyo ukuba ukuphunyezwa ngempumelelo komyalelo owahluliweyo kufuna uqeqesho oluqhubekayo kunye namathuba ophuhliso lootitshala [35].
Esi sixhobo sibonelela ngenkxaso exabisekileyo kubahlohli bamazinyo abafuna ukuthatha indlela yomfundi-egxile ekucwangciseni imisebenzi yokufunda elungele abafundi.Nangona kunjalo, olu phononongo lukhawulelwe ekusebenziseni imodeli ye-ML yesigqibo somthi.Kwixesha elizayo, idatha eninzi kufuneka iqokelelwe ukuthelekisa ukusebenza kweemodeli ezahlukeneyo zokufunda koomatshini ukuthelekisa ukuchaneka, ukuthembeka, kunye nokuchaneka kwezixhobo zokuncoma.Ukongeza, xa ukhetha eyona ndlela ifanelekileyo yokufunda umatshini womsebenzi othile, kubalulekile ukuqwalasela ezinye izinto ezinjengobunzima bemodeli kunye nokutolika.
Isithintelo solu phononongo kukuba lugxile kuphela ekwenzeni imephu ye-LS kunye ne-IS phakathi kwabafundi bamazinyo.Ke ngoko, inkqubo yengcebiso ephuhlisiweyo iya kucebisa kuphela ezo zilungele abafundi bamazinyo.Utshintsho luyimfuneko kusetyenziso lwabafundi bemfundo ephakamileyo ngokubanzi.
Isixhobo esitsha esiphuhlisiwe sokufunda esisekelwe kumatshini siyakwazi ukuhlela ngoko nangoko kunye nokuthelekisa i-LS yabafundi ne-IS ehambelanayo, oko kuyenza ibe yinkqubo yokuqala yemfundo yamazinyo ukunceda abahlohli bamazinyo bacwangcise imisebenzi efanelekileyo yokufundisa nokufunda.Ukusebenzisa inkqubo yokuvavanywa kwedatha, inokubonelela ngeengcebiso zomntu, ukugcina ixesha, ukuphucula izicwangciso zokufundisa, ukuxhasa ungenelelo olujoliswe kuyo, kunye nokukhuthaza uphuhliso oluqhubekayo lobuchwephesha.Ukusetyenziswa kwayo kuya kukhuthaza iindlela ezigxile kumfundi kwimfundo yamazinyo.
Gilak Jani Associated Press.Tshatisa okanye ukungangqinelani phakathi kwesimbo somfundi sokufunda kunye nesimbo sikatitshala sokufundisa.Int J Mod Educ iNzululwazi yeKhompyutha.2012;4(11):51–60.https://doi.org/10.5815/ijmecs.2012.11.05
Ixesha lokuposa: Apr-29-2024