本体增强的教育标注活动
Ontology-Enhanced Educational Annotation Activities
AI总结：
本文提出使用引导性标注本体来改善教育标注活动，通过工具@note实现，实验证明其能提升学术表现。
摘要：
信息通信技术和增强学习技术无疑已经改变了传统的教学和学习过程，并被视为促进优质教育的关键因素，而优质教育是2030年议程的基本可持续发展目标之一。文档标注传统上是用铅笔和纸张进行的，目前则受益于数字文档标注工具，是这种转变的一个代表性例子。使用文档标注工具，学生可以通过标注来丰富文档，突出文档中最相关的方面。随着学习领域的概念复杂性增加，文档的标注可能需要全面的领域知识和学生通常缺乏的专家分析能力。因此，可能会出现大量不相关、不正确和/或上下文不恰当的标注，而其他相关方面则被学生完全忽略。本文提出的主要假设是，在标注活动中使用引导性的标注本体是缓解这些不足的关键方面。因此，理解得到改善，促进了对内容的详尽分析，并发展了元反思思维。为了验证这一假设，我们描述了我们自己的标注工具@note，它完全实现了这种本体增强的标注范式，并通过一项关于批判性文学标注的试点研究，提供了关于@note如何提高学术表现的实验证据。
英文摘要：
Information and communications technology and technology-enhanced learning have unquestionably transformed traditional teaching-learning processes and are positioned as key factors to promote quality education, one of the basic sustainable development goals of the 2030 agenda. Document annotation, which was traditionally carried out with pencil and paper and currently benefits from digital document annotation tools, is a representative example of this transformation. Using document annotation tools, students can enrich the documents with annotations that highlight the most relevant aspects of these documents. As the conceptual complexity of the learning domain increases, the annotation of the documents may require comprehensive domain knowledge and an expert analysis capability that students usually lack. Consequently, a proliferation of irrelevant, incorrect, and/or poorly decontextualized annotations may appear, while other relevant aspects are completely ignored by the students. The main hypothesis proposed by this paper is that the use of a guiding annotation ontology in the annotation activities is a keystone aspect to alleviate these shortcomings. Consequently, comprehension is improved, exhaustive content analysis is promoted, and meta-reflective thinking is developed. To test this hypothesis, we describe our own annotation tool, \@note, which fully implements this ontology-enhanced annotation paradigm, and we provide experimental evidence about how \@note can improve academic performance via a pilot study concerning critical literary annotation.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
