=Paper=
{{Paper
|id=Vol-1963/paper458
|storemode=property
|title=Rikamap—An Educational Application using RDF-Formatted Learning Paths
|pdfUrl=https://ceur-ws.org/Vol-1963/paper458.pdf
|volume=Vol-1963
|authors=Makoto Urakawa,Hiroshi Fujisawa
|dblpUrl=https://dblp.org/rec/conf/semweb/UrakawaF17
}}
==Rikamap—An Educational Application using RDF-Formatted Learning Paths==
https://ceur-ws.org/Vol-1963/paper458.pdf
Rikamap—An educational application using RDF-
formatted learning paths
Makoto Urakawa, Hiroshi Fujisawa
NHK (Japanese Broadcasting Corporation), 1-10-11,Kinuta,Setagaya-ku,Tokyo,Japan
{urakawa.m-gi, fujisawa.h-ja}@nhk.or.jp
Abstract. Amid the growth of educational services and content on the Internet,
it is expected that an increase in services with material suited to the path of
learning and systems that bundle materials together. There is research being
done on ways to systematize connections between preparatory and review items
and to coordinate the content of educational materials. The authors have devel-
oped Rikamap(“Science Map”), 1 an application that utilizes resource descrip-
tion framework (RDF)-formatted learning paths to connect these stages of
learning and systematically organize and present educational video content rel-
evant to each stage for the user. In this paper, we will discuss the underlying da-
ta structure and system of the Rikamap, as well as the importance and issues of
using a linked structure as revealed by the usage of the system.
Keywords: Ontology, resource description framework, RDF, knowledge graph,
learning path, linked data, curriculum, education
1. Introduction
The Ministry of Education, Culture, Sports, Science, and Technology (MEXT)
publishes curriculum guidelines for each grade level and subject in HTML and PDF
formats. 2 3 Textbook publishers and other companies that provide educational ser-
vices develop their content and plan their lessons based on these guidelines. AS a
public broadcaster, NHK not only produces and broadcasts television programs with
content developed according to the guidelines, but publishes educational video con-
tent on the web as well. 4 However, because the curriculum guidelines are not made
available as linked open data or even as structured data, it is difficult for a single
company’s educational materials to be organized within an system and with other
companies’ content.
1 http://www.nhk.or.jp/school/rikamap/
2 http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/chu/ri.htm
3 http://www.mext.go.jp/component/a_menu/education/micro_detail/__icsFiles/afieldfile/2011/0
4/11/1298356_5.pdf (referred for explanation in English)
4 http://www.nhk.or.jp/school/
We have been done to parse the text of the curriculum guidelines to estimate the
relationship of new words to previously appearing words, then extract learning con-
nections and write them in the resource description framework (RDF) format [1]. By
labeling the learning items with relational designations like “preparation” and “re-
view,” it is possible to use these RDF data as learning paths. In this paper, we will
introduce Rikamap—an application that uses these RDF-formatted learning paths—
and talk about its usefulness as analyzed and evaluated from usage logs.
Section 2 of this paper gives a brief overview of related work. Section 3 describes
the structure of the backend system. Section 4 introduces Rikamap and its examina-
tion results. Finally, Section 5 summarizes this research.
2. Related Work
The British Broadcasting Corporation (BBC) published a curriculum ontology 5
that describes the United Kingdom (UK) national curricula [2]. It represents the im-
portance of organized learning resources. However, it does not enable us to learn the
relative subjects continuously and dynamically. Study of ontology design [3] [4] can
help classify ontology for teachers, learners, syllabus, and subjects. These approaches
focus on a system to manage a layered ontology, and the syllabus is classified by
string similarity based on only common words [4]. The Knewton offers an adaptive
courseware by using learning paths. The learning path is one of the keys for adaptive
learning, however it can be generated by a trained subject matter expert in a few
weeks [5].
3. Backend Structure
Rikamap’s backend data structure consists of information from the national cur-
riculum guidelines and NHK’s video. The leaning paths does not need to be updated
as long as the guidelines do not change, however new videos are produced daily.
Therefore, we designed a system to allows video content to be connected to learning
paths. Figure 1 shows the structure of the system, which is deployed on Amazon web
services (AWS). It takes information about the videos from a pre-existing digital ar-
chive system in TSV. The video information has a pointer written in character string
to related to items of the curriculum. The system converts it and ties the video infor-
mation to the learning path data that is already stored in an RDF store. Meanwhile,
queries from the web service Rikamap are converted to SPARQL format on the API
server and return a response with data from the RDF store. This is done to hide the
SPARQL query and to handle the log data in a unified way. For the RDF store, we
chose Stardog after performing speed tests on the response to property path queries
for learning path extraction. Please refer to past paper [1] to learn more about how the
learning path data and video information are structured.
5 http://www.bbc.co.uk/ontologies/curriculum
Video information
Digital Data IMPORT OWL
Archive FTP(PUT) Processing UPDATE RDF Store
System (TSV->RDF)
Learning paths
TSV RDF
“Search items to review
and preview this item”
A learning path
Query Query with related videos
Rika Map (WEB-API) API (SPARQL) based on a query
“Science Map” Server
AWS
Fig. 1. Backend structure
4. Overview of Rikamap and examination of usage patterns
In this section, we will introduce Rikamap, which not only allows learners to learn
with videos whose content suits their interests, but also allows them to navigate be-
tween and watch videos corresponding to preparatory and review items. As the
screenshots in Figure 2 show, when the learner clicks on an icon representing a learn-
ing item in the Top Screen, they are taken to the Navigation Screen. The Navigation
Screen displays relevant learning paths corresponding to that icon (marked “hasRe-
view/hasPreview” in the figure) and related videos (marked “hasVideo”). These rela-
tionships are dynamically generated from the learning path data. Using Rikamap,
learners can prepare and review according to their own understanding.
Top Screen Navigation Screen
click
hasPreview
hasVideo
hasVideo
hasPreview
An item for learning
from the curricula hasVideo
click hasVideo
hasReview
Fig. 2. Screenshots of Rikamap
We analyzed the first 2 weeks of system logs following the April 27, 2017 launch
of the application. The Top Screen had 3319 views, and there were 1731 click-
throughs to the Navigation Screen. On the Navigation Screen, users clicked on pre-
paratory and review items 2149 times, with an average of 1.2 such items being
clicked per session. Furthermore, upon checking whether users navigated more to
preparatory or to review items, we found that review items were clicked 1.2 times
more than preparatory items. That is to say, it seems that, rather than developmental
content, learners need content that will help them understand in greater depth what
they are already learning. Moreover, upon reaching the Navigation Screen, users
played 3.2 times as many preparatory and review videos along the learning path in
comparison with other related videos that were shown when they reached at the Navi-
gation Screen. This implies that users more frequently watch videos that have a mean-
ingful relationship to what they are learning. From the content producer perspective,
this means that rather than simply displaying related videos, it is more useful to pro-
vide content designated for specific use cases such as preparation and review. How-
ever, the video service on the existing NHK for School website had 3.1 times as many
completed video plays than Rikamap. We believe this is because Rikamap also focus-
es on the user interface to enable and prompt users to view various videos smoothly.
As a result, they do not finish watching videos that are even a slight mismatch with
what they were looking for. The way of providing the appropriate videos and making
them view with concentration should be needed.
5. Summary
In this paper, we described the structure of an application that uses RDF-formatted
learning paths extracted from existing curriculum guidelines which the Japanese min-
istry published, and examined the usage patterns of this application. This application
“Rikamap” enables users to explore learning items and relevant videos. RDF, which
expresses data as triples, enables the flexible expression of learning paths, which ac-
tively change depending on what is being learned. The query about the property path
from RDF data is especially effective for this application. In examining the usage logs,
we saw that Rikamap users searched for content to review rather than preview what
they were studying. It is also revealed that there is a greater tendency to watch videos
that have meaningful “preparatory” and “review” connections to their learning items.
These results prove the usefulness of semantically-constructed learning paths, and
give a pedagogical insight to educational content providers. In the future, we will try
to improve the algorithm that bundles a learning item and videos in order to offer
more appropriate videos what users want to study.
References
1. Makoto Urakawa, Masaru Miyazaki, Hiroshi Fujisawa, Masahide Naemura, Ichiro Yamada:
Constructing Curriculum Ontology and Dynamic Learning Path Based on Resource De-
scription Framework. In: Proceedings of the ISWC 2016 Posters & Demonstrations Track
(ISWC2016) (2016)
2. Liu, D., Mikroyannidi, E., Lee, R.: Semantic Web Technologies Supporting the BBC
Knowledge & Learning Beta Online Pages. In: Proceedings of the Linked Learning Meets
LinkedUp Workshop: Learning and Education with the Web of Data (LILE 2014) (2014)
3. Chung, H.S., Kim, J.M.: Ontology Design for Creating Adaptive Learning Path in e-
Learning Environment. In: Proceedings of the International Multi-Conference of Engineers
and Computer Scientists 2012, Vol. 1 (IMECS 2012) (2102)
4. Chung, H.S., Kim, J.M.: An Ontological Approach for Semantic Modeling of Curriculum
and Syllabus in Higher Education. International Journal of Information and Education
Technology, Vol. 6, No. 5 (2016)
5. https://www.knewton.com/wp-content/uploads/knewton-technical-white-paper-201501.pdf