Kukho isidingo esikhulayo sokufunda okugxile kubafundi (SCL) kumaziko emfundo ephakamileyo, kuquka noogqirha bamazinyo. Nangona kunjalo, i-SCL inokusetyenziswa okulinganiselweyo kwimfundo yamazinyo. Ke ngoko, olu phononongo lujolise ekukhuthazeni ukusetyenziswa kwe-SCL kugqirha bamazinyo ngokusebenzisa iteknoloji yokufunda ngomatshini womthi wesigqibo (ML) ukucwangcisa indlela yokufunda ekhethwayo (LS) kunye namaqhinga okufunda ahambelanayo (IS) abafundi bamazinyo njengesixhobo esiluncedo sokuphuhlisa izikhokelo ze-IS. Iindlela ezithembisayo kubafundi bamazinyo.
Abafundi bamazinyo abangama-255 bebonke kwiYunivesithi yaseMalaya bagqibezele iphepha lemibuzo le-Index of Learning Styles (m-ILS) elilungisiweyo, elalinezinto ezingama-44 zokuzihlela ngokwee-LS zabo. Idatha eqokelelweyo (ebizwa ngokuba yidatha) isetyenziswa ekufundeni umthi wesigqibo ojongiweyo ukuze ihambelane ngokuzenzekelayo neendlela zokufunda zabafundi ne-IS efanelekileyo. Emva koko kuvavanywa ukuchaneka kwesixhobo sokucebisa i-IS esisekelwe ekufundeni komatshini.
Ukusetyenziswa kweemodeli zomthi wesigqibo kwinkqubo yokwenza imaphu ngokuzenzekelayo phakathi kwe-LS (input) kunye ne-IS (target output) kuvumela uluhlu olukhawulezileyo lweendlela zokufunda ezifanelekileyo zomfundi ngamnye wamazinyo. Isixhobo sokucebisa se-IS sibonise ukuchaneka okugqibeleleyo kunye nokukhumbula ukuchaneka kwemodeli iyonke, okubonisa ukuba ukufanisa i-LS ne-IS kunobuntununtunu obuhle kunye nokucacisa.
Isixhobo sokucebisa se-IS esisekelwe kumthi wesigqibo se-ML sibonakalise amandla aso okufanisa ngokuchanekileyo iindlela zokufunda zabafundi bamazinyo kunye namaqhinga okufunda afanelekileyo. Esi sixhobo sinika iindlela ezinamandla zokucwangcisa izifundo okanye iimodyuli ezijolise kubafundi ezinokuphucula amava okufunda abafundi.
Ukufundisa nokufunda zizinto ezisisiseko kumaziko emfundo. Xa kuphuhliswa inkqubo yemfundo yobugcisa esemgangathweni ophezulu, kubalulekile ukugxila kwiimfuno zokufunda zabafundi. Ukusebenzisana phakathi kwabafundi nendawo abafunda kuyo kunokufunyanwa ngokusebenzisa i-LS yabo. Uphando lubonisa ukuba ukungangqinelani okujoliswe kutitshala phakathi kwe-LS yabafundi kunye ne-IS kunokuba nemiphumo emibi ekufundeni kwabafundi, njengokuncipha kwengqwalasela kunye nenkuthazo. Oku kuya kuchaphazela ngokungathanga ngqo ukusebenza komfundi [1,2].
I-IS yindlela esetyenziswa ngootitshala ukudlulisela ulwazi nezakhono kubafundi, kuquka ukunceda abafundi bafunde [3]. Ngokubanzi, ootitshala abalungileyo baceba amaqhinga okufundisa okanye i-IS ehambelana kakuhle nenqanaba lolwazi lwabafundi babo, iingcamango abazifundayo, kunye nesigaba sabo sokufunda. Ngokwethiyori, xa i-LS kunye ne-IS zihambelana, abafundi baya kukwazi ukuhlela nokusebenzisa iseti ethile yezakhono ukuze bafunde ngokufanelekileyo. Ngokwesiqhelo, isicwangciso sesifundo siquka utshintsho oluninzi phakathi kwamanqanaba, njengokusuka ekufundiseni ukuya ekuqheliselweni okukhokelwayo okanye ukusuka ekuqheliselweni okukhokelwayo ukuya ekuqheliselweni okuzimeleyo. Becinga oku, ootitshala abaphumelelayo badla ngokuceba ukufundisa ngenjongo yokwakha ulwazi nezakhono zabafundi [4].
Imfuno ye-SCL iyanda kumaziko emfundo ephakamileyo, kuquka noogqirha bamazinyo. Amaqhinga e-SCL enzelwe ukuhlangabezana neemfuno zokufunda zabafundi. Oku kunokufezekiswa, umzekelo, ukuba abafundi bathatha inxaxheba kwimisebenzi yokufunda kwaye ootitshala basebenza njengabaququzeleli kwaye banoxanduva lokubonelela ngempendulo exabisekileyo. Kuthiwa ukubonelela ngezixhobo zokufunda kunye nemisebenzi efanelekileyo kwinqanaba lemfundo labafundi okanye izinto abazithandayo kunokuphucula imeko yokufunda yabafundi kwaye kukhuthaze amava okufunda amnandi [5].
Ngokubanzi, inkqubo yokufunda yabafundi bamazinyo iphenjelelwa ziinkqubo ezahlukeneyo zonyango ekufuneka bazenze kunye nendawo yeklinikhi apho baphuhlisa khona izakhono ezisebenzayo zokunxibelelana nabantu. Injongo yoqeqesho kukuvumela abafundi ukuba badibanise ulwazi olusisiseko lwezonyango lwamazinyo kunye nezakhono zonyango lwamazinyo kwaye basebenzise ulwazi abalufumeneyo kwiimeko ezintsha zonyango [6, 7]. Uphando lwangaphambili malunga nobudlelwane phakathi kwe-LS kunye ne-IS lufumanise ukuba ukulungisa amaqhinga okufunda ahambelana ne-LS ekhethwayo kuya kunceda ukuphucula inkqubo yemfundo [8]. Ababhali bakwacebisa ukusebenzisa iindlela ezahlukeneyo zokufundisa nokuvavanya ukuze zilungelelanise nokufunda kunye neemfuno zabafundi.
Ootitshala bayazuza ngokusebenzisa ulwazi lwe-LS ukubanceda bayile, baphuhlise, kwaye basebenzise imiyalelo eya kuphucula ukufunyanwa kwabafundi kolwazi olunzulu nokuqonda umxholo wesifundo. Abaphandi baphuhlise izixhobo ezininzi zovavanyo lwe-LS, ezifana neKolb Experiential Learning Model, iFelder-Silverman Learning Style Model (FSLSM), kunye neFleming VAK/VARK Model [5, 9, 10]. Ngokweencwadi, ezi modeli zokufunda zezona zisetyenziswa kakhulu kwaye zifundwa kakhulu. Kuphando lwangoku, i-FSLSM isetyenziselwa ukuvavanya i-LS phakathi kwabafundi bamazinyo.
I-FSLSM yimodeli esetyenziswa kakhulu ekuvavanyeni ukufunda okuguquguqukayo kubunjineli. Kukho imisebenzi emininzi epapashwe kwisayensi yezempilo (kuquka amayeza, ubuhlengikazi, ikhemesti kunye noogqirha bamazinyo) enokufunyanwa kusetyenziswa iimodeli ze-FSLSM [5, 11, 12, 13]. Isixhobo esisetyenziselwa ukulinganisa ubukhulu be-LS kwi-FLSM sibizwa ngokuba yi-Index of Learning Styles (ILS) [8], equlethe izinto ezingama-44 ezivavanya ubukhulu obune be-LS: ukucubungula (okusebenzayo/okubonakalisayo), ukuqonda (okubonakalayo/okubonakalayo), ukufaka (okubonakalayo). /okubhaliweyo) kunye nokuqonda (okulandelelanayo/kwehlabathi) [14].
Njengoko kubonisiwe kuMfanekiso 1, umlinganiselo ngamnye we-FSLSM unokukhetha kakhulu. Umzekelo, kumlinganiselo wokucubungula, abafundi abane-LS "esebenzayo" bakhetha ukucubungula ulwazi ngokusebenzisana ngokuthe ngqo nezixhobo zokufunda, bafunde ngokwenza, kwaye bathambekele ekufundeni ngokwamaqela. I-LS "ebonakalisayo" ibhekisa ekufundeni ngokucinga kwaye bakhetha ukusebenza bodwa. Umlinganiselo "wokuqonda" we-LS unokwahlulwa ube "yimvakalelo" kunye/okanye "ingqiqo." Abafundi "abavakalelwayo" bakhetha ulwazi olucacileyo ngakumbi kunye neenkqubo ezisebenzayo, bajolise kwiinyani xa kuthelekiswa nabafundi "abanokuqonda" abakhetha izinto ezingabonakaliyo kwaye banomdla ngakumbi kwaye banobuchule. Umlinganiselo "wokufaka" we-LS uquka abafundi "ababonakalayo" kunye "nabathetha ngomlomo". Abantu abane-LS "ebonakalayo" bakhetha ukufunda ngemiboniso ebonakalayo (njengemizobo, iividiyo, okanye imiboniso ephilayo), ngelixa abantu abane-LS "evakalayo" bakhetha ukufunda ngamazwi kwiinkcazo ezibhaliweyo okanye zomlomo. Ukuze "baqonde" umlinganiselo we-LS, abo bafundi banokwahlulwa babe "ngokulandelelana" kunye "nehlabathi". "Abafundi abalandelanayo bakhetha inkqubo yokucinga ethe tye kwaye bafunda inyathelo ngenyathelo, ngelixa abafundi behlabathi bedla ngokuba nenkqubo yokucinga ebanzi kwaye basoloko benokuqonda okungcono koko bakufundayo."
Kutshanje, abaphandi abaninzi baqalise ukuphonononga iindlela zokufumanisa idatha ngokuzenzekelayo, kuquka uphuhliso lwee-algorithms ezintsha kunye neemodeli ezikwaziyo ukutolika idatha eninzi [15, 16]. Ngokusekelwe kwidatha enikiweyo, i-ML ejongiweyo (ukufunda komatshini) iyakwazi ukuvelisa iipateni kunye neengcinga eziqikelela iziphumo zexesha elizayo ngokusekelwe kulwakhiwo lwee-algorithms [17]. Ngamafutshane, iindlela zokufunda koomatshini ezijongiweyo zilawula idatha yokufaka kwaye ziqeqesha ii-algorithms. Emva koko ivelisa uluhlu oluhlela okanye oluqikelela isiphumo ngokusekelwe kwiimeko ezifanayo kwidatha yokufaka enikiweyo. Inzuzo ephambili yee-algorithms zokufunda koomatshini ezijongiweyo kukukwazi kwayo ukumisela iziphumo ezifanelekileyo nezinqwenelekayo [17].
Ngokusebenzisa iindlela eziqhutywa yidatha kunye neemodeli zolawulo lwemithi yokwenza izigqibo, ukufunyanwa ngokuzenzekelayo kwe-LS kunokwenzeka. Imithi yokwenza izigqibo ibikwe ukuba isetyenziswa kakhulu kwiinkqubo zoqeqesho kwiinkalo ezahlukeneyo, kuquka nezesayensi yezempilo [18, 19]. Kolu phononongo, le modeli yaqeqeshwa ngokukodwa ngabaphuhlisi beenkqubo ukuze ichonge i-LS yabafundi kwaye icebise i-IS engcono kubo.
Injongo yolu phononongo kukuphuhlisa amaqhinga okuhambisa i-IS asekelwe kwi-LS yabafundi kunye nokusebenzisa indlela ye-SCL ngokuphuhlisa isixhobo sokucebisa se-IS esidityaniswe ne-LS. Ukuhamba koyilo lwesixhobo sokucebisa se-IS njengesicwangciso sendlela ye-SCL kuboniswe kuMfanekiso 1. Isixhobo sokucebisa se-IS sahlulwe sangamaqhekeza amabini, kubandakanya indlela yokwahlulahlula i-LS kusetyenziswa i-ILS kunye nesiboniso se-IS esifanelekileyo kubafundi.
Ngokukodwa, iimpawu zezixhobo zokucebisa ngokhuseleko lolwazi ziquka ukusetyenziswa kwetekhnoloji yewebhu kunye nokusetyenziswa kokufunda komatshini womthi wesigqibo. Abaphuhlisi beenkqubo baphucula amava omsebenzisi kunye nokuhambahamba ngokuzivumelanisa nezixhobo eziphathwayo ezifana neefowuni eziphathwayo kunye neetablethi.
Olu vavanyo lwenziwe ngamanqanaba amabini kwaye abafundi abavela kwiFakhalthi yoBugqirha baMazinyo kwiYunivesithi yaseMalaya bathathe inxaxheba ngokuzithandela. Abathathi-nxaxheba baphendule kwi-m-ILS yomfundi wamazinyo kwi-intanethi ngesiNgesi. Kwisigaba sokuqala, iseti yedatha yabafundi abangama-50 yasetyenziswa ukuqeqesha i-algorithm yokufunda umatshini womthi wesigqibo. Kwisigaba sesibini senkqubo yophuhliso, iseti yedatha yabafundi abangama-255 yasetyenziswa ukuphucula ukuchaneka kwesixhobo esiphuhlisiweyo.
Bonke abathathi-nxaxheba bafumana inkcazelo ekwi-intanethi ekuqaleni kwesigaba ngasinye, kuxhomekeke kunyaka wezifundo, ngeMicrosoft Teams. Injongo yolu phando ichaziwe kwaye kwafunyanwa imvume enolwazi. Bonke abathathi-nxaxheba banikwe ikhonkco lokufikelela kwi-m-ILS. Umfundi ngamnye wayalelwa ukuba aphendule zonke izinto ezingama-44 kwimibuzo. Banikwe iveki enye yokugqibezela i-ILS eguquliweyo ngexesha nendawo efanelekileyo kubo ngexesha lekhefu lesemester ngaphambi kokuqala kwesemester. I-m-ILS isekelwe kwisixhobo sokuqala se-ILS kwaye iguquliwe kubafundi bamazinyo. Njenge-ILS yokuqala, iqulethe izinto ezingama-44 ezisasazwe ngokulinganayo (a, b), kunye nezinto ezili-11 nganye, ezisetyenziselwa ukuvavanya iinkalo zomlinganiselo ngamnye we-FSLSM.
Ngexesha lokuqala kophuhliso lwezixhobo, abaphandi babhala iimaphu ngesandla besebenzisa i-dataset yabafundi bamazinyo abangama-50. Ngokwe-FSLM, le nkqubo inika isimbuku seempendulo "a" kunye "b". Kwisilinganiselo ngasinye, ukuba umfundi ukhetha "a" njengempendulo, i-LS ihlelwa njenge-Active/Perceptual/Visual/Sequential, kwaye ukuba umfundi ukhetha "b" njengempendulo, umfundi uhlelwa njengomfundi obonakalisa uluvo/oqondayo/othetha ulwimi.
Emva kokulinganisa indlela yokusebenza phakathi kwabaphandi bemfundo yamazinyo kunye nabaphuhlisi beenkqubo, imibuzo ikhethwe ngokusekelwe kwidomeyini ye-FLSSM kwaye yongezwa kwimodeli ye-ML ukuze kuqikelelwe i-LS yomfundi ngamnye. "Inkunkuma ingenile, inkunkuma iphume" sisisho esidumileyo kwicandelo lokufunda koomatshini, sigxininisa kumgangatho wedatha. Umgangatho wedatha yokufaka umisela ukuchaneka nokuchaneka kwemodeli yokufunda koomatshini. Ngexesha lesigaba sobunjineli beempawu, kwenziwa iseti entsha yeempawu eyisixa seempendulo "a" kunye "b" ngokusekelwe kwi-FLSSM. Amanani okuchongwa kwezikhundla zeziyobisi anikwe kwiTheyibhile 1.
Bala amanqaku ngokusekelwe kwiimpendulo uze ufumane i-LS yomfundi. Kumfundi ngamnye, uluhlu lwamanqaku luqala ku-1 ukuya kwi-11. Amanqaku ukusuka ku-1 ukuya ku-3 abonisa ibhalansi yokukhetha ukufunda ngaphakathi komlinganiselo ofanayo, kwaye amanqaku ukusuka ku-5 ukuya ku-7 abonisa ukhetho oluphakathi, nto leyo ebonisa ukuba abafundi bathanda indawo enye yokufundisa abanye. Olunye utshintsho kumlinganiselo ofanayo kukuba amanqaku ukusuka ku-9 ukuya ku-11 abonisa ukhetho oluqinileyo kwelinye icala okanye kwelinye [8].
Kwimilinganiselo nganye, iziyobisi zahlulwe zibe “ezisebenzayo”, “ezibonakalayo” kunye “nezilinganiselayo”. Umzekelo, xa umfundi ephendula “a” rhoqo kuno “b” kwinto ethile emiselweyo kwaye amanqaku akhe edlula umda we-5 kwinto ethile emele umda we-LS yokuSebenza, ungowedomeyini ye-LS “esebenzayo”. Nangona kunjalo, abafundi bahlulwe njenge-LS “ebonakalayo” xa bekhetha “b” ngaphezu ko “a” kwimibuzo ethile eli-11 (Itheyibhile 1) kwaye bafumana amanqaku angaphezu kwama-5. Okokugqibela, umfundi ukwimeko “yokulingana.” Ukuba amanqaku awadluli kuma-5 amanqaku, ke le yi-LS “yenkqubo”. Inkqubo yokuhlela iphindaphindwe kwezinye iimilinganiselo ze-LS, oko kukuthi ukuqonda (okusebenzayo/okubonakalisayo), ukufaka (okubonakalayo/okubhaliweyo), kunye nokuqonda (okulandelelanayo/kwehlabathi).
Iimodeli zomthi wezigqibo zingasebenzisa iinxalenye ezahlukeneyo zeempawu kunye nemithetho yezigqibo kumanqanaba ahlukeneyo enkqubo yokwahlulahlula. Ithathwa njengesixhobo esidumileyo sokwahlulahlula kunye nokuqikelela. Ingamelwa kusetyenziswa isakhiwo somthi esifana netshathi yokuhambahamba [20], apho kukho ii-nodes zangaphakathi ezimele uvavanyo ngokwempawu, isebe ngalinye limele iziphumo zovavanyo, kunye ne-node nganye yegqabi (i-node yegqabi) equlethe ilebheli yeklasi.
Inkqubo elula esekelwe kwimithetho yenzelwe ukufumana amanqaku ngokuzenzekelayo kunye nokubhala amanqaku kwi-LS yomfundi ngamnye ngokusekelwe kwiimpendulo zakhe. Isekelwe kwimithetho ithatha uhlobo lwengxelo ye-IF, apho u-“IF” echaza i-trigger kunye no-“THEN” echaza isenzo emasiqhutywe, umzekelo: “Ukuba u-X uyenzeka, yenza u-Y” (Liu et al., 2014). Ukuba iseti yedatha ibonisa ulwalamano kwaye imodeli yomthi wesigqibo iqeqeshwe kwaye ivavanywe ngokufanelekileyo, le ndlela inokuba yindlela esebenzayo yokwenza inkqubo yokufanisa i-LS kunye ne-IS ibe ngokuzenzekelayo.
Kwisigaba sesibini sophuhliso, iseti yedatha yonyuswe yaya kwi-255 ukuphucula ukuchaneka kwesixhobo sokucebisa. Iseti yedatha yahlulwe ngomlinganiselo we-1:4. I-25% (64) yeseti yedatha yasetyenziswa kwiseti yovavanyo, kwaye i-75% eseleyo (191) yasetyenziswa njengeseti yoqeqesho (Umfanekiso 2). Iseti yedatha kufuneka yahlulwe ukuthintela imodeli ekubeni iqeqeshwe kwaye ivavanywe kwiseti yedatha efanayo, nto leyo enokubangela ukuba imodeli ikhumbule endaweni yokufunda. Imodeli iqeqeshwe kwiseti yoqeqesho kwaye ivavanya ukusebenza kwayo kwiseti yovavanyo—idatha imodeli engazange iyibone ngaphambili.
Nje ukuba isixhobo se-IS siphuhlisiwe, usetyenziso luya kukwazi ukwahlulahlula i-LS ngokusekelwe kwiimpendulo zabafundi bamazinyo ngokusebenzisa i-web interface. Inkqubo yesixhobo sokucebisa ukhuseleko lolwazi olusekelwe kwiwebhu yakhiwe kusetyenziswa ulwimi lweprogram yePython kusetyenziswa isakhelo se-Django njenge-backend. Itheyibhile 2 idwelisa iilayibrari ezisetyenzisiweyo ekuphuhlisweni kwale nkqubo.
Idatha ifakwa kwimodeli yomthi wesigqibo ukuze kubalwe kwaye kukhutshwe iimpendulo zabafundi ukuze kuhlelwe ngokuzenzekelayo imilinganiselo ye-LS yabafundi.
I-matrix yokudideka isetyenziselwa ukuvavanya ukuchaneka kwe-algorithm yokufunda komatshini womthi wesigqibo kwiseti yedatha ethile. Kwangaxeshanye, ivavanya ukusebenza kwemodeli yokwahlulahlula. Ishwankathela izibikezelo zemodeli kwaye izithelekise neelebheli zedatha zokwenyani. Iziphumo zovavanyo zisekelwe kumaxabiso amane ahlukeneyo: Inyani Elungileyo (TP) - imodeli iqikelele ngokuchanekileyo udidi oluhle, Inyani Elungileyo (FP) - imodeli iqikelele udidi oluhle, kodwa ilebheli yokwenyani yayinegative, Inyani Engalunganga (TN) - imodeli iqikelele ngokuchanekileyo udidi olungalunganga, kunye ne-false negative (FN) - Imodeli iqikelele udidi olungalunganga, kodwa ilebheli yokwenyani ilungile.
Ezi xabiso zisetyenziselwa ukubala iindlela ezahlukeneyo zokusebenza zemodeli yokwahlulahlula ye-scikit-learn kwiPython, oko kukuthi ukuchaneka, ukuchaneka, ukukhumbula, kunye namanqaku e-F1. Nazi imizekelo:
Ukhumbula (okanye uvakalelo) kulinganisa amandla omzekelo wokwahlulahlula ngokuchanekileyo i-LS yomfundi emva kokuphendula imibuzo ye-m-ILS.
Ukuchaneka kubizwa ngokuba yi-true negative rate. Njengoko unokubona kwifomyula engentla, oku kufanele kube yi-ratio ye-true negative (TN) kwi-true negative kunye ne-false positives (FP). Njengenxalenye yesixhobo esicetyiswayo sokwahlula iziyobisi zabafundi, kufuneka sikwazi ukuchonga ngokuchanekileyo.
Idatha yokuqala yabafundi abangama-50 abasetyenziselwa ukuqeqesha imodeli ye-ML yomthi wesigqibo ibonise ukuchaneka okuphantsi ngenxa yeempazamo zomntu kwiinkcazo (Itheyibhile 3). Emva kokudala inkqubo elula esekelwe kwimithetho yokubala ngokuzenzekelayo amanqaku e-LS kunye neenkcazo zabafundi, inani elikhulayo ledatha (255) lisetyenzisiwe ukuqeqesha nokuvavanya inkqubo yabacebisi.
Kwi-matrix yokudideka kweeklasi ezininzi, izinto ezi-diagonal zimele inani lezibikezelo ezichanekileyo zohlobo ngalunye lwe-LS (Umfanekiso 4). Kusetyenziswa imodeli yomthi wesigqibo, iisampulu ezingama-64 zizonke ziqikelelwe ngokuchanekileyo. Ke ngoko, kolu phononongo, izinto ezi-diagonal zibonisa iziphumo ezilindelekileyo, nto leyo ebonisa ukuba imodeli isebenza kakuhle kwaye iqikelela ngokuchanekileyo ilebhile yeklasi yohlu ngalunye lwe-LS. Ke ngoko, ukuchaneka ngokubanzi kwesixhobo sokucebisa yi-100%.
Amaxabiso okuchaneka, ukuchaneka, ukukhumbula, kunye namanqaku e-F1 aboniswe kuMfanekiso 5. Kwinkqubo yengcebiso esebenzisa imodeli yomthi wesigqibo, amanqaku ayo e-F1 yi-1.0 "egqibeleleyo," ebonisa ukuchaneka okugqibeleleyo kunye nokukhumbula, ebonisa uvakalelo olubalulekileyo kunye namaxabiso athile.
Umfanekiso 6 ubonisa umfanekiso wemodeli yomthi wesigqibo emva kokuba uqeqesho novavanyo lugqityiwe. Kuthelekiso olusecaleni, imodeli yomthi wesigqibo eqeqeshwe ngeempawu ezimbalwa ibonise ukuchaneka okuphezulu kunye nomfanekiso wemodeli olula. Oku kubonisa ukuba ubunjineli beempawu ezikhokelela ekunciphiseni iimpawu linyathelo elibalulekileyo ekuphuculeni ukusebenza kwemodeli.
Ngokusebenzisa ukufunda okujongiweyo komthi wesigqibo, ukumapha phakathi kwe-LS (input) kunye ne-IS (target output) kwenziwa ngokuzenzekelayo kwaye kuqulethe ulwazi oluneenkcukacha kwi-LS nganye.
Iziphumo zibonise ukuba ama-34.9% abafundi abangama-255 bakhethe ukhetho olunye (1) lwe-LS. Uninzi (54.3%) belunezinketho ezimbini okanye ngaphezulu ze-LS. Ama-12.2% abafundi baqaphele ukuba i-LS ilungelelene kakhulu (Itheyibhile 4). Ukongeza kwi-LS ezisibhozo eziphambili, kukho iindibaniselwano ezingama-34 zokuhlelwa kwe-LS kubafundi bamazinyo baseYunivesithi yaseMalaya. Phakathi kwazo, ukuqonda, umbono, kunye nokudibanisa ukuqonda kunye nombono zii-LS eziphambili ezixelwe ngabafundi (Umfanekiso 7).
Njengoko kunokubonwa kwiTheyibhile 4, uninzi lwabafundi babene-LS ebalaseleyo (13.7%) okanye ebonakalayo (8.6%). Kuxelwe ukuba i-12.2% yabafundi idibanise ukuqonda nombono (i-LS yokuqonda-yokubona). Ezi ziphumo zibonisa ukuba abafundi bakhetha ukufunda nokukhumbula ngeendlela ezimiselweyo, balandele iinkqubo ezithile nezineenkcukacha, kwaye banomdla ngokwemvelo. Kwangaxeshanye, bayakonwabela ukufunda ngokujonga (besebenzisa imizobo, njl.njl.) kwaye bathambekele ekuxoxeni nasekusebenziseni ulwazi kumaqela okanye ngokwabo.
Olu phononongo lubonelela ngesishwankathelo seendlela zokufunda koomatshini ezisetyenziswa ekutsaleni idatha, kugxilwe ekuqikeleleni ngoko nangoko nangokuchanekileyo i-LS yabafundi kunye nokucebisa i-IS efanelekileyo. Ukusetyenziswa kwemodeli yomthi wesigqibo kuchonge izinto ezinxulumene kakhulu namava abo obomi kunye namava emfundo. Yi-algorithm yokufunda koomatshini elawulwayo esebenzisa isakhiwo somthi ukwahlula idatha ngokwahlula iseti yedatha kwiindidi ezingaphantsi ngokusekelwe kwiikhrayitheriya ezithile. Isebenza ngokwahlula idatha yokufaka ngokuphindaphindiweyo kwiindidi ezisezantsi ngokusekelwe kwixabiso lenye yeempawu zokufaka ze-node nganye yangaphakathi de kube kwenziwe isigqibo kwi-node yamagqabi.
Amaqhuqhuva angaphakathi omthi wesigqibo amele isisombululo esisekelwe kwiimpawu zokufaka zengxaki ye-m-ILS, kwaye amaqhuqhuva amagqabi amele uqikelelo lokugqibela lokuhlelwa kwe-LS. Kuyo yonke le sifundo, kulula ukuqonda uluhlu lwemithi yesigqibo oluchaza kwaye lubone inkqubo yesigqibo ngokujonga ubudlelwane phakathi kweempawu zokufaka kunye noqikelelo lwesiphumo.
Kwimiba yesayensi yekhompyutha kunye nobunjineli, ii-algorithms zokufunda koomatshini zisetyenziswa kakhulu ukuqikelela ukusebenza kwabafundi ngokusekelwe kumanqaku abo oviwo lokungena [21], ulwazi lwabantu, kunye nokuziphatha kokufunda [22]. Uphando lubonise ukuba i-algorithm ixele ngokuchanekileyo ukusebenza kwabafundi kwaye yabanceda ukuba babone abafundi abasengozini yobunzima bezemfundo.
Kuxelwe ukusetyenziswa kwee-algorithms ze-ML ekuphuhlisweni kwee-simulators zezigulane ezibonakalayo zoqeqesho lwamazinyo. Esi si-simulator sinako ukuphinda sivelise ngokuchanekileyo iimpendulo zomzimba zezigulana zokwenyani kwaye singasetyenziselwa ukuqeqesha abafundi bamazinyo kwindawo ekhuselekileyo nelawulwayo [23]. Ezinye izifundo ezininzi zibonisa ukuba ii-algorithms zokufunda koomatshini zinokuphucula umgangatho kunye nokusebenza kakuhle kwemfundo yamazinyo neyezonyango kunye nokhathalelo lwezigulane. Ii-algorithms zokufunda koomatshini zisetyenzisiwe ukunceda ekuchongeni izifo zamazinyo ngokusekelwe kwiiseti zedatha ezifana neempawu kunye neempawu zesigulana [24, 25]. Ngelixa ezinye izifundo zihlolisise ukusetyenziswa kwee-algorithms zokufunda koomatshini ukwenza imisebenzi efana nokuqikelela iziphumo zesigulana, ukuchonga izigulana ezisengozini enkulu, ukuphuhlisa izicwangciso zonyango ezenzelwe wena [26], unyango lwe-periodontal [27], kunye nonyango lwe-caries [25].
Nangona iingxelo malunga nokusetyenziswa kokufunda koomatshini kunyango lwamazinyo zipapashwe, ukusetyenziswa kwayo kwimfundo yamazinyo kusalinganiselwe. Ke ngoko, olu phononongo lujolise ekusebenziseni imodeli yomthi wesigqibo ukuchonga izinto ezinxulumene kakhulu ne-LS kunye ne-IS phakathi kwabafundi bamazinyo.
Iziphumo zolu phononongo zibonisa ukuba isixhobo sokucebisa esiphuhlisiweyo sichanekile kakhulu kwaye sichanekile ngokugqibeleleyo, nto leyo ebonisa ukuba ootitshala banokuzuza kwesi sixhobo. Sisebenzisa inkqubo yokwahlulahlula eqhutywa yidatha, sinokubonelela ngeengcebiso ezenzelwe wena kwaye siphucule amava emfundo kunye neziphumo zootitshala nabafundi. Phakathi kwazo, ulwazi olufunyenwe ngezixhobo zokucebisa lunokusombulula iingxabano phakathi kweendlela zokufundisa ezikhethwa ngootitshala kunye neemfuno zokufunda zabafundi. Umzekelo, ngenxa yemveliso ezenzekelayo yezixhobo zokucebisa, ixesha elifunekayo lokuchonga i-IP yomfundi kunye nokuyifanisa ne-IP ehambelanayo liya kuncitshiswa kakhulu. Ngale ndlela, imisebenzi yoqeqesho efanelekileyo kunye nezixhobo zoqeqesho zinokucwangciswa. Oku kunceda ekuphuhliseni ukuziphatha okuhle kokufunda kwabafundi kunye nokukwazi ukugxila. Olunye uphando lubike ukuba ukunika abafundi izixhobo zokufunda kunye nemisebenzi yokufunda ehambelana ne-LS abayithandayo kunokunceda abafundi badibanise, baqhube, kwaye bonwabele ukufunda ngeendlela ezininzi ukuze bafumane amandla amakhulu [12]. Uphando lukwabonisa ukuba ukongeza ekuphuculeni ukuthatha inxaxheba kwabafundi kwigumbi lokufundela, ukuqonda inkqubo yokufunda yabafundi kukwadlala indima ebalulekileyo ekuphuculeni iindlela zokufundisa kunye nonxibelelwano nabafundi [28, 29].
Nangona kunjalo, njengakweminye iteknoloji yanamhlanje, kukho iingxaki kunye nemida. Ezi ziquka imiba enxulumene nobumfihlo bedatha, ukukhetha icala kunye nobulungisa, kunye nezakhono zobungcali kunye nezixhobo ezifunekayo ukuphuhlisa nokusebenzisa ii-algorithms zokufunda koomatshini kwimfundo yamazinyo; Nangona kunjalo, umdla okhulayo kunye nophando kule ndawo lubonisa ukuba ubuchwepheshe bokufunda koomatshini bunokuba nefuthe elihle kwimfundo yamazinyo kunye neenkonzo zamazinyo.
Iziphumo zolu phononongo zibonisa ukuba isiqingatha sabafundi bamazinyo sinomkhwa "wokubona" iziyobisi. Olu hlobo lomfundi luthanda izibakala kunye nemizekelo ebonakalayo, ulwalathiso olusebenzayo, umonde weenkcukacha, kunye nokukhetha "okubonakalayo" kwe-LS, apho abafundi bakhetha ukusebenzisa imifanekiso, imizobo, imibala, kunye neemaphu ukudlulisa izimvo kunye neengcinga. Iziphumo zangoku ziyahambelana nezinye izifundo ezisebenzisa i-ILS ukuvavanya i-LS kubafundi bamazinyo kunye nezonyango, uninzi lwabo luneempawu ze-LS yokuqonda kunye neyokubona [12, 30]. UDalmolin nabanye bacebisa ukuba ukwazisa abafundi nge-LS yabo kubavumela ukuba bafikelele kwisakhono sabo sokufunda. Abaphandi bathi xa ootitshala beyiqonda ngokupheleleyo inkqubo yemfundo yabafundi, iindlela ezahlukeneyo zokufundisa kunye nemisebenzi inokusetyenziswa eya kuphucula ukusebenza kwabafundi kunye namava okufunda [12, 31, 32]. Ezinye izifundo zibonise ukuba ukulungisa i-LS yabafundi kubonisa ukuphucuka kumava okufunda kunye nokusebenza kwabafundi emva kokutshintsha iindlela zabo zokufunda ukuze zivumelane ne-LS yabo [13, 33].
Iimbono zootitshala zinokwahluka malunga nokusetyenziswa kwamaqhinga okufundisa ngokusekelwe kwizakhono zokufunda zabafundi. Nangona abanye bebona iingenelo zale ndlela, kuquka amathuba ophuhliso lobuchwephesha, ucebisi, kunye nenkxaso yoluntu, abanye banokuba nexhala malunga nexesha kunye nenkxaso yesikhungo. Ukulwela ukulinganisela kubalulekile ekudaleni isimo sengqondo esigxile kubafundi. Amagunya emfundo ephakamileyo, njengabalawuli beeyunivesithi, anokudlala indima ebalulekileyo ekuqhubeni utshintsho oluhle ngokwazisa iindlela ezintsha kunye nokuxhasa uphuhliso lwabafundisi [34]. Ukuze kudalwe inkqubo yemfundo ephakamileyo enamandla nephendulayo ngokwenene, abenzi bomgaqo-nkqubo kufuneka bathathe amanyathelo aqatha, anjengokwenza utshintsho lomgaqo-nkqubo, ukunikela izixhobo ekudityanisweni kwetekhnoloji, kunye nokudala izikhokelo ezikhuthaza iindlela ezijolise kubafundi. La manyathelo abalulekile ekufezekiseni iziphumo ezifunwayo. Uphando lwakutshanje malunga nokufundiswa okwahlukileyo lubonise ngokucacileyo ukuba ukuphunyezwa ngempumelelo kokufundiswa okwahlukileyo kufuna amathuba oqeqesho oluqhubekayo kunye nophuhliso lootitshala [35].
Esi sixhobo sibonelela ngenkxaso exabisekileyo kubafundisi-ntsapho bamazinyo abafuna ukuthatha indlela egxile kubafundi ekucwangciseni imisebenzi yokufunda elungele abafundi. Nangona kunjalo, olu phononongo lukhawulelwe ekusebenziseni iimodeli ze-ML zomthi wesigqibo. Kwixesha elizayo, kufuneka kuqokelelwe idatha engaphezulu ukuze kuthelekiswe ukusebenza kweemodeli ezahlukeneyo zokufunda koomatshini ukuze kuthelekiswe ukuchaneka, ukuthembeka, kunye nokuchaneka kwezixhobo zengcebiso. Ukongeza, xa ukhetha indlela yokufunda komatshini efanelekileyo kumsebenzi othile, kubalulekile ukuqwalasela ezinye izinto ezifana nobunzima bemodeli kunye nokutolikwa kwayo.
Isithintelo sale sifundo kukuba sigxile kuphela ekumapheni i-LS kunye ne-IS phakathi kwabafundi bamazinyo. Ke ngoko, inkqubo yengcebiso ephuhlisiweyo iya kucebisa kuphela ezo zifanelekileyo kubafundi bamazinyo. Utshintsho luyimfuneko ekusetyenzisweni kwabafundi bemfundo ephakamileyo ngokubanzi.
Isixhobo sokucebisa esisekelwe ekufundeni koomatshini esisandula ukuphuhliswa sinako ukwahlulahlula ngoko nangoko i-LS yabafundi kunye ne-IS ehambelanayo, nto leyo eyenza ukuba ibe yinkqubo yokuqala yemfundo yamazinyo ukunceda abafundisi bamazinyo ukuba bacwangcise imisebenzi yokufundisa nokufunda efanelekileyo. Sisebenzisa inkqubo yokulinganisa idatha, sinokubonelela ngeengcebiso ezenzelwe wena, songe ixesha, siphucule amaqhinga okufundisa, sixhase amanyathelo ajoliswe kuwo, kwaye sikhuthaze uphuhliso oluqhubekayo lobuchwephesha. Ukusetyenziswa kwaso kuya kukhuthaza iindlela ezijolise kubafundi kwimfundo yamazinyo.
I-Gilak Jani Associated Press. Tshatisa okanye ungangqinelani phakathi kwendlela yokufunda yomfundi kunye nendlela yokufundisa katitshala. Int J Mod Educ Computer Science. 2012;4(11):51–60. https://doi.org/10.5815/ijmecs.2012.11.05
Ixesha leposi: Epreli-29-2024