Evaluation of a Fuzzy Case-Based Reasoning System for Students' Comprehension of Historical Text

摘要

The purpose of this paper is to present and evaluate a Fuzzy-Case Based Reasoning Diagnosis system of student's cognitive profiles for Historical Text Comprehension (F-CBR-DHTC). The Fuzzy-Case Based Reasoning (F-CBR) synergism handles the uncertainty in the acquisition of human expert's knowledge regarding student's observable behaviour and integrates the right balance between expert's knowledge described in the form of fuzzy sets and previous experience-cases. The evaluation focused on the comparison of the system's performance to the performance of human experts concerning the diagnosis accuracy. The system was also evaluated for its behaviour when using two different historical texts. Empirical evaluation conducted with human experts and real students indicates that the system is effective in handling uncertainty in student diagnosis. The evaluation results are encouraging for the system's educational impact on students and for future work.