Analysis of Learners’ Activity in a Question-Posing Learning Support System by Association Rule Mining

Abstract

Many support systems for learner-centered question-posing learning have been developed. Some effectiveness in using such systems have been reported. However, most researches have indicated a single factor or combined two factors as the effectiveness of question-posing learning. In this paper, association rule mining was used for analyzing the effectiveness in using a question-posing learning support system. The effectiveness of the combination of more than two factors was investigated. From the analysis, it was revealed that making high-quality question-items related to increasing comprehension of learning materials even though learners posed, answered and/or assessed not many questions.