Abstract
When reading a research paper, not only to understand its contents but also to obtain related knowledge is essential. Since knowledge of each student is different, they can acquire related knowledge through discussion with others. However, discussion sometimes falls into the specific topics and students are unable to acquire various knowledge. Our objective is to construct a collaborative discussion support system for promoting effective discussion by visualizing the diversity of discussed topics. If they can notice the discussion situation timely, they may be able to derive different topics. To effectively evaluate a paper, participants should discuss each research aspects. In our research, topics are extracted and discriminated according to the stages by their targets in the paper. In addition, the topics are evaluated from the viewpoints of the similarities between a topic and the paper, and among topics. For expressing the discussion situation, our system visualizes topics (topic nodes) around the core of the circle (section node) which represents stages in the paper. The similarity between a topic and its target section is represented by the distance between topic and section nodes. The similarity among topics is represented by the distance among topic nodes. By organizing topics around the section node, participants can intuitively understand the discussion situation and are encouraged to voluntarily discuss diverse topics. Based on an experimental result, our system can allocate topics appropriately. In addition, participants were able to grasp the discussion situation by observing the discussion visualization.
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Aoki, M., Hayashi, Y., Kojiri, T., Watanabe, T. (2012). Discussion Support System for Understanding Research Papers Based on Topic Visualization. In: Watanabe, T., Jain, L.C. (eds) Innovations in Intelligent Machines – 2. Studies in Computational Intelligence, vol 376. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-23190-2_13
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DOI: https://doi.org/10.1007/978-3-642-23190-2_13
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