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Using Computer Cognitive Atlas to Improve Students' Divergent Thinking Ability

Using Computer Cognitive Atlas to Improve Students' Divergent Thinking Ability

Na Man, Kechao Wang, Lin Liu
Copyright: © 2021 |Volume: 33 |Issue: 6 |Pages: 16
ISSN: 1546-2234|EISSN: 1546-5012|EISBN13: 9781799867494|DOI: 10.4018/JOEUC.20211101.oa25
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MLA

Man, Na, et al. "Using Computer Cognitive Atlas to Improve Students' Divergent Thinking Ability." JOEUC vol.33, no.6 2021: pp.1-16. http://doi.org/10.4018/JOEUC.20211101.oa25

APA

Man, N., Wang, K., & Liu, L. (2021). Using Computer Cognitive Atlas to Improve Students' Divergent Thinking Ability. Journal of Organizational and End User Computing (JOEUC), 33(6), 1-16. http://doi.org/10.4018/JOEUC.20211101.oa25

Chicago

Man, Na, Kechao Wang, and Lin Liu. "Using Computer Cognitive Atlas to Improve Students' Divergent Thinking Ability," Journal of Organizational and End User Computing (JOEUC) 33, no.6: 1-16. http://doi.org/10.4018/JOEUC.20211101.oa25

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Abstract

Human society has entered the era of intelligence. Social development in the era of intelligence has spawned a large number of intelligent applications. Intelligent applications have put forward unprecedented requirements on the level of cognitive intelligence of machines, and the realization of machine cognitive intelligence depends on knowledge map technology. Divergent thinking is an important part of thinking and an important indicator for measuring innovative thinking. The research in this article found that after the experiment, the associated probabilities of the F values of fluency, flexibility, uniqueness, semantic divergence, graphical divergence, and problem divergence were 0.389, 0.442, 0.594, 0.267, 0.319, and 0.478, which were all greater than the significance level of 0.05, That is, the divergent thinking ability of the experimental group has been significantly improved. The results of this study show that the use of computer cognitive maps can improve students' divergent thinking ability.