ICCS 2016 – Formal Concept Analysis

([L-I], [w1=1], [w2=3, w2=1]) ([L-LPs], [w1=7], [w2=13, w2=16]) ([L-LPs], [w1=13, w1=14], [w2=14, w2=16]) ([L-LPs], [w1=13, w1=15], [w2=15, w2=16]) ([L-LPs], [w1=13], [w2=14, w2=15, w2=16]) ([L-LPs], [w1=14], [w2=14, w2=16, w2=27]) ([L-LPs], [w1=7, w1=13, w1=14, w1=15, w1=16], [w2=16]) ([L-LPs], [w1=14, w1=16], [w2=16, w2=27]) ([L-LPs], [w1=14, w1=16, w1=23], [w2=27]) ([L-LPs, L-LPs-WE], [w1=15, w1=16], [w2=16]) ([L-LPs, L-LPs-WE, LP-LPs], [w1=16], [w2=16]) ([LP-LPs], [w1=8, w1=16], [w2=16]) ([LP-LPs], [w1=8], [w2=12, w2=16]) ([LPs-LA], [w1=12], [w2=12, w2=15]) ([LT-LA, LT-LE-LA], [w1=6], [w2=6]) ([LT-LA-I, LT-LA], [w1=3], [w2=3]) ([LT-LE], [w1=4], [w2=6]) ([LA-I, WE-LA], [w1=2], [w2=3]) ([PE-I], [w1=1], [w2=9]) ([WE-I], [w1=6, w1=14], [w2=18])
The triconcepts resulted from the visit behavior of student K


([L-I], [w1=1], [w2=3, w2=1])
([L-LPs], [w1=7], [w2=13, w2=16])
([L-LPs], [w1=13, w1=14], [w2=14, w2=16])
([L-LPs], [w1=13, w1=15], [w2=15, w2=16])
([L-LPs], [w1=13], [w2=14, w2=15, w2=16])
([L-LPs], [w1=14], [w2=14, w2=16, w2=27])
([L-LPs], [w1=7, w1=13, w1=14, w1=15, w1=16], [w2=16])
([L-LPs], [w1=14, w1=16], [w2=16, w2=27])
([L-LPs], [w1=14, w1=16, w1=23], [w2=27])
([L-LPs, L-LPs-WE], [w1=15, w1=16], [w2=16])
([L-LPs, L-LPs-WE, LP-LPs], [w1=16], [w2=16])
([LP-LPs], [w1=8, w1=16], [w2=16])
([LP-LPs], [w1=8], [w2=12, w2=16])
([LPs-LA], [w1=12], [w2=12, w2=15])
([LT-LA, LT-LE-LA], [w1=6], [w2=6])
([LT-LA-I, LT-LA], [w1=3], [w2=3])
([LT-LE], [w1=4], [w2=6])
([LA-I, WE-LA], [w1=2], [w2=3])
([PE-I], [w1=1], [w2=9])
([WE-I], [w1=6, w1=14], [w2=18])

The triconcepts resulted from the visit behavior of student K

`([u2=H, K, O, T], [w1=2], [w2=2], [LA-I]) ([u2=E], [w1=1, w1=2, w1=3], [w2=6], [LA-I]) ([u2=K], [w1=2], [w2=2], [LA-I, WE-LA-I]) ([u2=B, H, T], [w1=3], [w2=2], [LT-LA-I]) ([u2=H], [w1=3], [w2=2], [LT-LA-I, LT-LA]) ([u2=K], [w1=3], [w2=3], [LT-LA-I, L-LA-I, LT-LA, L-LA, L-WE-LA]) ([u2=O], [w1=3], [w2=2], [L-LA-I]) ([u2=B], [w1=9], [w2=7], [L-PE-LA-I]) ([u2=K], [w1=16], [w2=16], [LP-LPs-PE-LA-I, LP-LPs, L-LPs, L-WE, Ls-L-LP])`
The triconcepts resulted from the visit behavior of student K


([u2=H, K, O, T], [w1=2], [w2=2], [LA-I])
([u2=E], [w1=1, w1=2, w1=3], [w2=6], [LA-I])
([u2=K], [w1=2], [w2=2], [LA-I, WE-LA-I])
([u2=B, H, T], [w1=3], [w2=2], [LT-LA-I])
([u2=H], [w1=3], [w2=2], [LT-LA-I, LT-LA])
([u2=K], [w1=3], [w2=3], [LT-LA-I, L-LA-I, LT-LA, L-LA, L-WE-LA])
([u2=O], [w1=3], [w2=2], [L-LA-I])
([u2=B], [w1=9], [w2=7], [L-PE-LA-I])
([u2=K], [w1=16], [w2=16], [LP-LPs-PE-LA-I, LP-LPs, L-LPs, L-WE, Ls-L-LP])

The triconcepts resulted from the visit behavior of student K

Fig. 1. a) Users quantitative behavioral patterns – Distribution of users over the three main classes of quantitative behavior


Fig. 1. b) Users quantitative behavioral patterns – Correlation diagram between grades and behavior

Fig 2. a) Distribution of the number of chains related to the percentages of similarities: Cosine Similarity

Fig 2. b) Distribution of the number of chains related to the percentages of similarities: Jaccard Similarity

Fig 2. c) Distribution of the number of chains related to the percentages of similarities: Sorensen Similarity

Fig. 3. User K: Navigation along perspective 3, condition w2=16

Fig. 4. Navigation along perspective 1, chain [L-LPs]