volume 29 issue 02 pages 2040004

Sentiment Analysis of Teachers Using Social Information in Educational Platform Environments

Publication typeJournal Article
Publication date2020-03-31
scimago Q3
wos Q4
SJR0.296
CiteScore2.9
Impact factor1.0
ISSN02182130, 17936349
Artificial Intelligence
Abstract

Learners’ opinions constitute an important source of information that can be useful to teachers and educational instructors in order to improve learning procedures and training activities. By analyzing learners’ actions and extracting data related to their learning behavior, educators can specify proper learning approaches to stimulate learners’ interest and contribute to constructive monitoring of learning progress during the course or to improve future courses. Learners-generated content and their feedback and comments can provide indicative information about the educational procedures that they attended and the training activities that they participated in. Educational systems must possess mechanisms to analyze learners’ comments and automatically specify their opinions and attitude towards the courses and the learning activities that are offered to them. This paper describes a Greek language sentiment analysis system that analyzes texts written in Greek language and generates feature vectors which together with classification algorithms give us the opportunity to classify Greek texts based on the personal opinion and the degree of satisfaction expressed. The sentiment analysis module has been integrated into the hybrid educational systems of the Greek school network that offers life-long learning courses. The module offers a wide range of possibilities to lecturers, policymakers and educational institutes that participate in the training procedure and offers life-long learning courses, to understand how their learners perceive learning activities and specify what aspects of the learning activities they liked and disliked. The experimental study show quite interesting results regarding the performance of the sentiment analysis methodology and the specification of users’ opinions and satisfaction. The feature analysis demonstrates interesting findings regarding the characteristics that provide indicative information for opinion analysis and embeddings combined with deep learning approaches yield satisfactory results.

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GOST |
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GOST Copy
Spatiotis N. et al. Sentiment Analysis of Teachers Using Social Information in Educational Platform Environments // International Journal on Artificial Intelligence Tools. 2020. Vol. 29. No. 02. p. 2040004.
GOST all authors (up to 50) Copy
Spatiotis N., Perikos I., Mporas I., Paraskevas M. Sentiment Analysis of Teachers Using Social Information in Educational Platform Environments // International Journal on Artificial Intelligence Tools. 2020. Vol. 29. No. 02. p. 2040004.
RIS |
Cite this
RIS Copy
TY - JOUR
DO - 10.1142/S0218213020400047
UR - https://doi.org/10.1142/S0218213020400047
TI - Sentiment Analysis of Teachers Using Social Information in Educational Platform Environments
T2 - International Journal on Artificial Intelligence Tools
AU - Spatiotis, Nikolaos
AU - Perikos, Isidoros
AU - Mporas, Iosif
AU - Paraskevas, Michael
PY - 2020
DA - 2020/03/31
PB - World Scientific
SP - 2040004
IS - 02
VL - 29
SN - 0218-2130
SN - 1793-6349
ER -
BibTex |
Cite this
BibTex (up to 50 authors) Copy
@article{2020_Spatiotis,
author = {Nikolaos Spatiotis and Isidoros Perikos and Iosif Mporas and Michael Paraskevas},
title = {Sentiment Analysis of Teachers Using Social Information in Educational Platform Environments},
journal = {International Journal on Artificial Intelligence Tools},
year = {2020},
volume = {29},
publisher = {World Scientific},
month = {mar},
url = {https://doi.org/10.1142/S0218213020400047},
number = {02},
pages = {2040004},
doi = {10.1142/S0218213020400047}
}
MLA
Cite this
MLA Copy
Spatiotis, Nikolaos, et al. “Sentiment Analysis of Teachers Using Social Information in Educational Platform Environments.” International Journal on Artificial Intelligence Tools, vol. 29, no. 02, Mar. 2020, p. 2040004. https://doi.org/10.1142/S0218213020400047.