AGENTE DE SOFTWARE Q Y EL APRENDIZAJE DE MODELOS CONCEPTUALES

  • Luis Facundo Maldonado Granados
  • Nerey Ortega del Castillo
  • Jaime Ibáñez Ibáñez
  • Luis Bayardo Sanabria Rodríguez
  • Victor Julio Quintero Suárez
Publicado
2003-07-01

Resumen (es)

We submit results of a research project focused on the relationship between a card
arrangement exercise and the learning of conceptual models, built based on hierarchical
ontologies. This approach is more frequent in measurement of attitudes - hot cognition, as it is
expressed by Brown (1987) - or in opinion or subjectivity studies (Brown, 1980), and it is
known as Q Methodology. A software agent - Q Agent - was programmed to be used either in
a hypertext environment or as a companion to study press document and it’s effects on
learning are explored. Two main comparisons are conducted: between use and non use of Q
Agent, and between Q Agent with hypertext and Q Agent with pressed documents. The
predictive value of student scores with the Q Agent in relation with student scores on a
cognitive competence test is assessed as well. Three trials were carried on with a ninth grade
student sample. Data are analyzed by means of ANOVA and multiple regression models.
Significant effects of using the Q Agent were found, and scores on the Q Agent Game are
significant predictors of scores on the cognitive competence test. Learning performance using
Q Agent in hypertext environments drift lightly to be superior in relation to Q Agent with
pressed documents. Results are discussed in the framework of information controlled
autonomous learning systems, and the meaningful learning.

Palabras clave: Ambientes de aprendizaje, Agentes de Software, Ontologías, Metodología Q, Aprendizaje de Conceptos, Aprendizaje de Modelos Conceptuales, Aprendizaje Autónomo, Software Educativo. (es)
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Maldonado Granados, L. F., Ortega del Castillo, N., Ibáñez Ibáñez, J., Sanabria Rodríguez, L. B., & Quintero Suárez, V. J. (2003). AGENTE DE SOFTWARE Q Y EL APRENDIZAJE DE MODELOS CONCEPTUALES. Tecné Episteme Y Didaxis: TED, (14). https://doi.org/10.17227/ted.num14-5922