=Paper=
{{Paper
|id=Vol-2392/paper11
|storemode=property
|title=Computer-linguistic Selection of Potential Entrances' Motivation Intentions from Posts of Education Web-Community
|pdfUrl=https://ceur-ws.org/Vol-2392/paper11.pdf
|volume=Vol-2392
|authors=Pavlo Zhezhnych,Anna Shilinh,Vasyl Tkachuk
|dblpUrl=https://dblp.org/rec/conf/coapsn/ZhezhnychST19
}}
==Computer-linguistic Selection of Potential Entrances' Motivation Intentions from Posts of Education Web-Community==
https://ceur-ws.org/Vol-2392/paper11.pdf
Computer-linguistic Selection of Potential Entrances’
Motivation Intentions from Posts of Education Web-
Community
Pavlo Zhezhnych1[0000-0002-2044-5408], Anna Shilinh2[0000-0003-1063-3437]
and Vasyl Tkachuk3[0000-0002-2012-2481]
Lviv Polytechnic National University, Lviv, Ukraine
pavlo.i.zhezhnych@lpnu.ua1, AnnaShiling@gmail.com2,
tkachuk@lp.edu.ua3
Abstract. The aim of the article is to analyze the activity of the higher educa-
tion institution, depending of the entry campaign period and the communicative
activity of educational services consumers in specialized web-forums for en-
trants and in social networks; development of algorithm of computer-linguistic
selection of motivational intentions from thematic reports. The paper uses the
method of the "Text Mining" to posts of specialized web communities users and
participants in thematic groups in social networks that based on the comparison
of the post parts with elements of the set of keywords for a certain time period
of the entry campaign. Based on the results of the analysis of text messages,
typical scenarios of reactions from higher education institutions to identified
motivational intentions of potential entrants are identified. The results of the re-
search are applied and can be used to effectively plan educational services and
to keep feedback from prospective entrants through communicative activities.
Keywords: Higher Education Institution, Entry Campaign, Communicative Ac-
tivity, Motivational Intentions, Typical Action Scenario, Need.
1 Introduction
Planning for the provision of educational services by higher education institutions
(HEI) is an important step in maintaining its competitiveness in the market of educa-
tional services. Potential consumers of educational services are the key elements for
the effective functioning of a higher education institution. In other words, the existing
contingent of students of each HEI, namely its quantitative characteristics and scien-
tific potential, forms or adjusts the main aspect of planning for the provision of educa-
tional services and activities of HEI. Communicative process is the one of the most
important sources of influence on the decision-making process for potential entrant on
the choice of HEI and specialty. Linguistic analysis of the potential entrants’ postings
in the web-communities gives a clearer idea of their interests and adjusts the HEI's
activities towards their motivational intentions at each stage of the entry campaign.
That is why, the precise algorithm of action on the activities of the higher education
institutions at each stage of the entry campaign to take into account the interests of
consumers of educational services is the purpose of this article.
2 Related Works
Research analysis [1, 2] allows us to assert that the communicative process in online
communities is one of the effective methods of informational influence on its
participants. In particular, educational web-communities play an important role in the
decision-making process for potential entrants in the selection of the HEI and
specialty [3, 4]. The results of the communicative activities of the participants of the
education web-communities, that described in work [5], are an important factor to the
effective planning of the provision of education services of the HEI [6, 7] and the
receipt of the highest quality contingent of students by the results of the entry
campaign [8]. In particular, the role of communicative activity in web-communities
[9, 10] and its impact on the age category of future entrants [11, 12] shows, that
communicative activities should be taken into account in the planning process for the
provision of educational services for HEIs. Since communicative activities in the
educational web-communities begin with the availability of a specific need of a po-
tential entrant (for example, to obtain information, share experiences, etc.), taking into
account the interests of these consumers of educational services effectively affects the
process of planning educational services and the ability to predict their behavior [13].
Peculiarities of communicative activity analysis of web communities’ participants on
the basis of computer linguistics methods are the subject of research [14, 15]. Meth-
ods for identifying experiences in communicative activities of participants and struc-
turing educational information are described in works [16, 17].
3 Analysis of the communicative activities of participants in the
web-communities depending the periods of the entry
campaign
The communicative activities of the participants in the educational specialized web-
forums for entrants differ in their activity with depending to the periods of the entry
campaign. The communicative activity of the participants in the web-communities is
wavy and depends on the period of the entry campaign (see Fig. 1). It describes the
activities of active participants in communication.
As shown in Fig. 1, communicative activity becomes more active depending of the
period of the entry campaign and the degree of responsibility of the future student in
deciding to entry. Its reduces quantitative characteristics after enrollment to the HEI.
The activity of the HEI in each period of entry campaign depends on the stages of
activity of potential entrants, which are defined by the rules of entry to the HEI.
Fig. 1. The part of postings on the web-forums for entrants for the entry campaigns of 2013-
2018.
I period: Activity of the HEI in relation to the I period of the entry campaign can
be divided into two halves. In the first half of this period, the focus should be on
analyzing the results of the previous entry campaign and developing, on the basis
of them, the action plan for the next entry campaign. In the second half of this pe-
riod, communicative activities are increasing and require control and appropriate
reaction from the HEI. If communicative activities do not begin, then the repre-
sentatives of the HEI should analyze the reasons for this situation and try to interest
potential entrants, using communicative activities on other open web resources.
ІІ period: In this period, it is also advisable to actively participate in communica-
tive activity or provoke this activity in the second half of this period, when the po-
tential entrant actively "catch" the necessary data in the information space and se-
lect exam subjects. Since, in the first half, this information is not yet relevant
enough and may get lost in the information space without getting to the addressee.
It is advisable to provide this information as soon as the motivational intentions of
potential entrants are identified in the second period of the entry campaign.
III period: It is important to provide information on the third period of the entry
campaign in the first half of this period, as in the second half, users are less active
and focused on the compilation of subjects and obtaining the highest quality, in
terms of their capabilities, the results of the examinations.
But in the second half of this period, they can already critically evaluate their op-
portunities and make choices about further education. That is why, quickly and
timely reaction can be crucial for some potential entrants in the process of choos-
ing a specialty and HEI.
IV period: The communicative activity of this period should be marked by active
interaction with users in relation to the waves of enrollment to the HEI. Infor-
mation of this period can help to attract the necessary number of applicants to cov-
er the licensed volume of HEI’s specialties.
V period: This period is not decisive for the entry campaign as a whole, but a time-
ly reaction to the postings of social conditions for students and the organization of
educational activities, will create more favorable conditions for students.
Communicative activity in web-forums does not take into account the activity of pas-
sive participants, who themselves are seeking the necessary information on the offi-
cial web-resources of the selected HEI (see Fig. 2).
Fig. 2. Visiting the official site of the HEI for the entry campaigns of 2013/2018.
The attendance of the official web-site of the HEI by potential entrants for the entry
campaign of 2013-2018 is on average stable and varies from 7% to 10% of the total
number of visits for the selected years of entry campaigns. These metrics are ex-
pected, because users are visiting this web resource not only for information about the
entry campaigns.
However, comparing the attendance data of official web-resources and communica-
tive activities (see Fig. 3) makes it possible to determine that the attendance rates of
official web-resources are higher than communicative activity indicators in periods I,
II, V, characterized by less active communicative activity. This allows you to orien-
tate the activities of the HEI at these stages of the entry campaign to increase content
on the benefits of education in the HEI and the choice of its specialties. In the III and
IV periods, the activity of the HEI should be aimed at timely response and support of
activity on web-forums, since communicative activities in this period are the largest.
Fig. 3. The activity of the forum participants for the HEI entrants and the attendance rates of
the official web-site of this HEI relative to the periods of the entry campaign
Thus, the informatization of potential entrants related to each period of the entry cam-
paign should be concrete, but not clog up the information space, and be provided to
the group for the relevant motivational intentions identified in the communicative
activity. This enables timely and qualitative responses to the needs of potential en-
trants.
4 Construction of an algorithm for selection users' motivational
intentions in posts in depending of the entry campaign period
Detection of actual presentations in the communicative activity of the users of educa-
tional web communities is based on the model of the communicative structure of the
information content of the web forum (Figure 4). The computer-linguistic selection of
motivational intentions of potential entrants is done by the procedure of matching
parts of the post 𝑃𝑜𝑠𝑡𝑃𝑎𝑟𝑡𝑖𝑗𝑘 with elements of the set of keywords for a certain time
period of the entry campaign 𝐾𝑒𝑦𝑤𝑜𝑟𝑑(𝑇𝑖𝑚𝑒𝑃𝑒𝑟𝑖𝑜𝑑)𝑝 using the text analysis of
texts (TextMining) of educational web-communities thematic discussions.
The selection of motivational intentions from the posts of thematic discussions takes
place in the following steps:
1. 𝑃𝑜𝑠𝑡𝑘𝑙 – the k-th post of l-th discussion;
2. 𝑃𝑒𝑟𝑖𝑜𝑑(𝑃𝑜𝑠𝑡𝑘𝑙 ) is the function, that determines the affiliation of the k-th text
message of the l-th discussion to a certain period of the entry campaign to
the 𝑇𝑖𝑚𝑒𝑃𝑒𝑟𝑖𝑜𝑑𝑝 , 𝑝 = ̅̅̅̅
1,5;
3. 𝑀𝑜𝑡𝑖𝑣𝑉𝑜𝑐 – dictionary of motivational intentions of potential entrants.
4. 𝜔𝑝𝑖 = ∅ is the set (weight) of the weight factors of i-th motivational intent of the
j-th keywords that relate to the p-th period of the entry campaign;
Fig. 4. Algorithm for selecting motivational intentions from posts of educational discussions in
depending to a certain period of the entry campaign
5. Since the needs of potential entrants, namely: the need to receive information, the
need to harm and the need to share experience, determine their motivational inten-
tions, then for each period of the entry campaign, 𝑀𝑜𝑡𝑖𝑣(𝑇𝑖𝑚𝑒𝑃𝑒𝑟𝑖𝑜𝑑)𝑝𝑖 - the set
of the motivational intentions of potential entrants relative to the p-th period.
6. In the text post 𝑃𝑜𝑠𝑡𝑘𝑙 we look for j-th keywords that point to the i-th motivation-
al intent (𝑖 = ̅̅̅̅ 1,3) for the p-th period of the entry campaign:
𝐼𝑛𝑆𝑡𝑟(𝑃𝑜𝑠𝑡𝑘𝑙 , 𝐾𝑒𝑦𝑤𝑜𝑟𝑑𝑝𝑖𝑗 );
7. If such a match is found, then we formulate a set of these motivational intentions,
that including motivation for the j-th keyword 𝑀𝑜𝑡𝑖𝑣(𝑇𝑖𝑚𝑒𝑃𝑒𝑟𝑖𝑜𝑑)𝑝𝑖 =
𝑀𝑜𝑡𝑖𝑣(𝑇𝑖𝑚𝑒𝑃𝑒𝑟𝑖𝑜𝑑)𝑝𝑖 ∪ 𝑀𝑜𝑡𝑖𝑣(𝐾𝑒𝑦𝑤𝑜𝑟𝑑)𝑝𝑖𝑗 ;
8. 8. The found motivational intention 𝑀𝑜𝑡𝑖𝑣(𝑇𝑖𝑚𝑒𝑃𝑒𝑟𝑖𝑜𝑑)𝑝𝑖 is added to a specific
section of the dictionary 𝑀𝑜𝑡𝑖𝑣𝑉𝑜𝑐;
9. Add up the weighting of the found keywords 𝜔р𝑖 = 𝜔р𝑖 + 𝜔р𝑖𝑗 ;
10. If the sum of the weighting coefficients of the i-th motivation intention is greater
than 1, this means that the post contains a sufficient number of keywords to con-
clude that the motivational intentions of the p-th period are detected. That is why,
𝜔р = 1;
11. We check j + 1- th keyword (𝑗 ≤ 𝑁 (𝐾𝑒𝑦𝑤𝑜𝑟𝑑𝑝𝑖 ) ), and return to p.5.
12. If 𝜔𝑝𝑖 ≠ 0, then the motivational intentions of the i-th needs of the p-th period are
revealed. Therefore, the HEI must react to this post
𝑅𝑒𝑎𝑐𝑡𝑖𝑜𝑛(𝑇𝑖𝑚𝑒𝑃𝑒𝑟𝑖𝑜𝑑𝑝𝑖 , 𝜔𝑝𝑖 ) using one of the typical action scenarios.
13. Otherwise, the motivational intentions of the i-th needs of the p-th period are not
revealed.
14. A dictionary of motivational intentions 𝑀𝑜𝑡𝑖𝑣𝑉𝑜𝑐 obtained as a result of the im-
plementation of the algorithm must be evaluated by an expert to effectively react
to the HEI on relevance posts in the educational web-communities.
Thus, the proposed algorithm for the computer-linguistic selection of the motivational
intentions of potential entrants from posts of educational web communities’ discus-
sion makes it possible to clearly identify the motivational intentions of potential en-
trants from relevant, relatively specific periods, text messages and to form a plurality
of motivational intentions for the particular needs of participants in communication,
and structuring selected motivational intentions with the help of vocabulary creation.
5 Typical Scenarios of the HEI Reactions to the Identified
Motivational Intentions of Potential Entrants in the
Communicative Activities of the Web Community
Participants
Each discovered relevant, relatively specific period of the entry campaign, a text mes-
sage poses to the HEI a task of timely and qualitative response to it. This reaction can
play a decisive role in the decision-making process of a future entrant.
As is well-known [13], motivational intentions of participants in the communicative
activity of educational web-communities consist of motivational intentions of poten-
tial entrants and motivational intentions of the HEI.
The reaction to a particular type of motivational intent of communication participants,
provoked by their needs, is a subset of concrete actions on the part of the HEI.
5.1 Typical scenarios of reactions to the identified motivational intentions of
potential entrants
The motivational intentions of potential entrants include:
Need for information;
Need to hurt or give false information;
Need to share experiences.
The main actions or combinations of these motivations can be:
Consultation - providing the necessary information to potential entrants from the
HEI
User blocking - preventing the distribution of false information and incorrect user
behavior;
Correction of information - clarification or verification of the authenticity and rele-
vance of information provided to potential entrants by another user.
Typical scenarios of action on the part of the HEI on the motivational intentions of
potential entrants are shown in Table 1.
Consequently, if a potential entrant finds the motivation to obtain information, then
the HEI must promptly provide the necessary information and / or correct existing
information that the user can own.
If a potential entrant wishes to "harm" consciously providing inaccurate information
to other users in the web-communities, the reaction to this behavior is to block that
user and provide reliable information to the discussion participants.
Table 1. Typical scenarios for action on the motivation of potential entrants.
Motivation Receiving Providing false Need to share
information information experience
Action
Consultation
User blocking
Correction of information
If an entrant has a need to share experience, the HEI representative should verify the
correctness of the information provided, adjust it if necessary and / or provide reliable
information to the participants in the thematic discussion.
Consequently, the typical scenarios for the response of the HEI to the motivational
intentions of potential entrants are basic. The response to the thematic postings of
potential entrants allows us to exclude information gaps that relate to the educational
activities of the HEI as a whole and to timely identify incorrect content in the web
community and its author.
5.2 Typical Scenarios of Reactions to Motivational Intentions of a Higher
Education Institution
Motivational intentions of HEI include:
Need to organize information space;
Need to determine the relevance of the thematic post.
The peculiarity of the motivational intentions of the HEI is their interrelation. Name-
ly, the organization of the information space has a tent to provide certain information
about the stages of the entry campaign, but this information is relevant for a certain
period of the entry campaign. This is a feature of the formation of informational con-
tent of educational web communities and the life expectancy of information.
Typical scenarios for action on the motivational intentions of the HEI are shown in
Table 2.
Consequently, if there is a motivational intention to inform potential entrants in rela-
tion to the entry campaign as a whole, it is appropriate to provide the HEI with infor-
mation on the activities of the HEI in the open web resources on the general condi-
tions of admission to the HEI, the specialty in the areas of training, the list of certifi-
cates of testing and a list of related specialties and their list of exams, which are rele-
vant in the I period of the entry campaign.
If there is a motivational intention to provide information on exams and exams certifi-
cates of a higher education institution, then this information should be provided in the
II period of the entry campaign, as well as to supplement it with the list of related
specialties of this HEI. If there is a motivational intent to provide information on the
list of specialties, then the HEI should provide general information on the existing
specialties and a list of adjacent, to popular specialties, relevant in the III period of the
entry campaign.
If there is a motivational intention to provide information on enrollment of entrants,
then it is expedient to provide it in the IV period of the entry campaign.
This information will also include information about rating lists and a list of special-
ties that are not sufficient for a licensed amount in relation to a particular enrollment
wave.
If there is a motivational intention to provide information on benefits, then it is rele-
vant to the IV and V periods of the entry campaign at the enrollment stage and de-
cides of social and living conditions for students.
Information about the leisure time of students of HEI and the organization of their
social and living conditions is relevant in the period of the entry campaign.
The relevance of the motivational intentions of the HEI depends on a certain period of
entry campaign. Namely, in the I period it is advisable to provide general information
on the activities of the HEI.
Table 2. Typical action scenarios for motivational intent of a higher education institution.
Organization of information Relevance of infor-
space mation
Motivation
«Directions of preparation»
«Examinations»
«Introduction»
«Enrollment»
«Privileges»
Action
«Leisure»
ІV period
ІІІ period
V period
ІІ period
І period
General information about HEI
Information about the specialty
and the list of items for testing
Information about related spe-
cialties
Information about enrollment
Information about social and
living conditions for students
and leisure
The information for the II period should include, in the vast majority, information on
the list of specialties for entry and the list of certificates of extermination. In the III
period it is worth providing information on the related specialties relatively popular.
Informatization of the IV period should be guided by the information on enrollment of
entrants in connection with the waves of entry. The information provided in the V
period should be aimed at improving the social and living conditions of students' stay
and diversification of their leisure time.
Consequently, the motivational intentions of a higher education institution in the
course of entry campaign are interconnected, and therefore the formation of a re-
sponse to them from the higher education institution should take into account not only
the subject matter of the information provided, but also its relevance for a certain
period of the entry campaign.
6 Conclusion
The HEI's activities in relation to the periods of the entry campaign should be wavy,
but not obsessive. The HEI's algorithm of activity should take into account the analy-
sis of the previous entry campaign and the analysis of each preliminary stage of the
current entry campaign. In particular, the activity of the HEI in the I period of the
entry campaign should be aimed at increasing the content of the educational services
of the HEI by means of informatization in the Web 2.0 environment. Increasing the
target audience and expanding the range of potential entrants' interests is the purpose
of the HEI's activity in the II period of the entry campaign. The activities of the HEI
in the III period are aimed at expanding the opportunities for the entrants to receive
the chosen specialty. Since the activity of HEI in the IV period is aimed at forming a
contingent of future students, rapid reaction to the post and the provision of qualita-
tive information can be decisive in the decision-making process of the future student.
The activity of the HEI in period V is important for the planning of activities in the
next entry campaign. It provides an opportunity to critically assess the activities of the
HEI and its ability to plan educational services. The procedure of computer-linguistic
selection of motivational intentions from text messages of potential entrants enables
to influence the process of forming a decision by a potential entrant and to predict its
behavior in relation to the choice of HEI and the future specialty. As a result of the
research, the procedure for selection of motivational intentions of potential entrants
on the basis of computer-linguistic analysis of their posts in the educational web-
communities has been formed. Since the identification of motivational intentions
indicates that there is a need for a participant in communicative activities, this poses
the task of the HEI in a timely and qualitative way to respond to them. That is why,
typical scenarios of reactions from the HEI to these motivational intentions are pro-
posed. Typical scenarios are the basis for the formation of actions for HEI. The result
of this procedure is an important tool for effective planning of providing educational
services by higher education institutions and prediction of the behavior of potential
educational services users.
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