E-book learner behaviors difference under two meaningful learning support environments

In this paper, we present an ontology-based visualization support system for e-book learners, which provides not only a meaningful receptive learning environment but also a meaningful discovery learning environment. Those two environments are developed to help e-book learners to effectively construct their knowledge frameworks. A series of experiments were conducted on four undergraduate classes instructed by two professors (A and B): two classes(one guided by A and the other guided by B) were assigned as control groups and studied with one e-book chapter in receptive learning environment while another two classes (one guided by A and the other guided by B) were assigned as experimental groups and studied with the same e-book chapter in discovery learning environment. For analyzing the learner behavior, K-means clustering algorithm is performed not only by considering the number of total command actions and the cumulative duration of stay on target pages as learner features, but also by considering the duration of stay on each target page (in total 15 pages) as learner features. Learners’ behavior differences in e-book system are examined and discussed.