A Semantic Analysis of the Learner’s Disorientation

Abstract

Learning systems are dedicated for learning about a particular area organized through non-linear documents. Therefore, it is always useful to recognize the state of knowledge and the navigation behaviour of a learner in order to evaluate customize and adapt the learning process. In this paper, we aim to make a semantic analysis of the learner’s navigation during his apprenticeship in hypermedia content. The main reason of this analysis is to identify the browsing behaviour of a learner with the current course. We assume that if the semantic distance between the domain concepts of the documents (or pages) that follow each other in the navigation of a learner is great, then this reflects the unstructured navigation behaviour and interprets that the learner is disoriented. This type of behaviour could be due to the poor organization of the content and the bad structuring of the course. Indeed, this analysis will allow to the tutor, to identify the disoriented learners and help them, and to the course author, to specify the causes to restructure and to deepen the analysis of the existing content and the navigation links between the parts of the course.