Document Type : Original Article
Authors
1 Department of Information Technology Management, Tarbiat Modares University, Tehran, Iran
2 Department of Information Technology Management, Tarbiat Modares **** University, Tehran, Iran
Abstract
Purpose: The research is intended to extract repetitive themes in the field of semantic-rich learning and to express the basic opportunities and challenges therein.
Method: The method applied was to review the articles published in the WOS database, during the years 2000 to 2020 by using the paradigm funnel technique; moreover the Nvivo software was used for document analysis and theme extraction.
Findings: In the study, it was found that establishing access to appropriate educational content, proper analysis and representation of knowledge, human capabilities enhancement, personalization of learning, and improving the quality of assessment, are the most important positive effects of using STs in learning; Also, in this study, nine themes and seven major challenges in the field of semantic-rich learning were identified.
Conclusion: personalization and adaptation, and the development of various ontologies, are the most cited themes; and access to learning content and concerns about the design and development of learning systems are the most important challenges facing semantic-rich learning environments. We believe that in order to overcome the enumerated challenges, the combination of STs with other emerging cognitive and communication technologies, such as IoT, is necessary and could be the subject of future research in this field.
Keywords
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Educational Videos: Experiences of Teacher Users in an
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doi:10.1109/access.2019.2924946
Canales-Cruz, A., Sanchez-Arias, V. G., Cervantes-Perez, F., &
Peredo-Valderrama, R. (2009). Multi-agent system for the
119The semantically rich learning environments …
making of intelligence and interactive decisions wit hin the
learner's learning process in a web-based education
environment. Journal of Applied Research and Technology,
7(3), 310-322. Retrieved from <Go to
ISI>://WOS:000272541300005
Caravantes, A., & Galan, R. (2011). Generic Educational Knowledge
Representation for Adaptive and Cognitive Systems.
Educational Technology & Society, 14(3), 252-266. Retrieved
from <Go to ISI>://WOS:000294410900021
Carmichael, P. (2011). RESEARCH CAPACITY BUILDING IN
EDUCATION: THE ROLE OF DIGITAL ARCHIVES. British
Journal of Educational Studies, 59(3), 323-339.
doi:10.1080/00071005.2011.599788
Carmichael, P., & Jordan, K. (2012). Semantic web technologies for
education - time for a 'turn to practice'? INTRODUCTION.
Technology Pedagogy and Education, 21(2), 153-169.
doi:10.1080/1475939x.2012.696788
Carmichael, P., & Tscholl, M. (2013). Cases, simulacra, and Semantic
Web technologies. Journal of Computer Assisted Learning,
29(1), 31-42. doi:10.1111/j.1365-2729.2011.00459.x
Castellanos-Nieves, D., Fernandez-Breis, J. T., Valencia-Garcia, R.,
Martinez-Bejar, R., & Iniesta-Moreno, M. (2011). Semantic
Web Technologies for supporting learning assessment.
Information Sciences, 181(9), 1517-1537.
doi:10.1016/j.ins.2011.01.010
Chang, C. J., Tseng, J. M., & Liu, C. C. (2013). The effect of semantic
technologies on the exploration of the web of knowledge by
female and male users. Electronic Library, 31(3), 376-398.
doi:10.1108/el-08-2011-0122
Chi, Y. L. (2009). Ontology-based curriculum content sequencing
system with semantic rules. Expert Systems with Applications,
36(4), 7838-7847. doi:10.1016/j.eswa.2008.11.048
Coccoli, M., & Torre, I. (2014). Interacting with annotated objects in a
Semantic Web of Things application. Journal of Visual
Languages and Computing, 25(6), 1012-1020.
doi:10.1016/j.jvlc.2014.09.008
Cuong, N. D. H., Arch-Int, N., & Arch-Int, S. (2018). FUSE: A
Fuzzy-Semantic Framework for Personalizing Learning
Recommendations. International Journal of Information
International Journal of Digital Content Management / Vol. 2, No. 2, Winter & Spring 2021120
Technology & Decision Making, 17(4), 1173-1201.
doi:10.1142/s0219622018500220
Dagiene, V., Gudoniene, D., & Burbaite, R. (2015). Semantic Web
Technologies for e-Learning: Models and Implementation.
Informatica, 26(2), 221-240. doi:10.15388/Informatica.2015.46
Dascalu, M. I., Bodea, C. N., Mihailescu, M. N., Tanase, E. A., & de
Pablos, P. O. (2016). Educational recommender systems and
their application in lifelong learning. Behaviour & Information
Technology, 35(4), 290-297.
doi:10.1080/0144929x.2015.1128977
Dascalu, M. I., Bodea, C. N., Tesila, B., Moldoveanu, A., & de
Pablos, P. O. (2017). How social and semantic technologies can
sustain employability through knowledge development and
positive behavioral changes. Computers in Human Behavior, 70,
507-517. doi:10.1016/j.chb.2017.01.026
Devedzic, V. B. (2003). Key issues in next-generation Web-based
education. Ieee Transactions on Systems Man and Cybernetics
Part C-Applications and Reviews, 33(3), 339-349.
doi:10.1109/tsmcc.2003.817361
Dietze, S., Kaldoudi, E., Dovrolis, N., Giordano, D., Spampinato, C.,
Hendrix, M., . . . Yu, H. Q. (2013). Socio-semantic Integration
of Educational Resources - the Case of the mEducator Project.
Journal of Universal Computer Science, 19(11), 1543-1569.
Retrieved from <Go to ISI>://WOS:000327375100004
Dietze, S., Sanchez-Alonso, S., Ebner, H., Yu, H. Q., Giordano, D.,
Marenzi, I., & Nunes, B. P. (2013). Interlinking educational
resources and the web of data A survey of challenges and
approaches. Program-Electronic Library and Information
Systems, 47(1), 60-91. doi:10.1108/00330331211296312
Dzbor, M., Stutt, A., Motta, E., & Collins, T. (2007). Representations
for semantic learning webs: Semantic Web technology in
learning support. Journal of Computer Assisted Learning, 23(1),
69-82. doi:10.1111/j.1365-2729.2007.00202.x
Edwards, R., & Carmichael, P. (2012). Secret codes: the hidden
curriculum of semantic web technologies. Discourse-Studies in
the Cultural Politics of Education, 33(4), 575-590.
doi:10.1080/01596306.2012.692963
Fernandez-Breis, J. T., Castellanos-Nieves, D., Hernandez-Franco, J.,
Soler-Segovia, C., Robles-Redondo, M. D., Gonzalez-Martinez,
121The semantically rich learning environments …
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