Examination of Analysis Methods for E-Learning System Grade Data Using Formal Concept Analysis

Abstract

This study presents a method for effectively applying formal concept analysis (FCA) to performance data for a practice-based Office E-learning system. Efforts to improve the content structure and design of an E-learning system typically involve the analysis of historical data; the problem is that the analyst generally selects the target of the analysis arbitrarily. We examined whether FCA can be used as a trigger for analysts to select the appropriate content. Specifically, we compare the implication relation between correct/incorrect questions captured by the implications of FCA and the overall trend obtained from statistical analysis methods.