{'fraction_non_alphanumeric': 0.020653218059558116, 'fraction_numerical': 0.002881844380403458, 'mean_word_length': 5.80718954248366, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Development of a wiki-based Regionalization Instruction Support platform as a Knowledge-building community

Objectives This study aims to overcome the practical difficulties of regionalization instruction in elementary schools by designing and developing a Wiki-based platform to assist elementary school teachers' instruction design as a knowledge-building community. 
Methods To this end, this study applied a rapid prototyping methodology for dynamic interactions in the design, development, and evaluation process. First, We designed the platform by conducting a literature review and a needs analysis. Moreover, We developed the final platform through two formative cycles of prototype development and usability evaluation. Through the user experience analysis of the finally developed platform, the value and improvement points of the wiki-based regionalization instruction support platform were derived. 
Results The final platform is a wiki platform based on Java, allowing easy materials modification through WYSIWYG editing. It has functions such as discussion, history, and statistical information. The number of wiki articles in the area, which was about 300 initially, has more than doubled to 765. As a result of user experience analysis, the usefulness of this platform is to support the design of regionalization instruction for teachers, update regionalization materials, provide effective learning resources for students, supplement the limits of book-type materials, and provide the experience of collective intelligence. On the other hand, we also confirmed subsequent issues such as reflection of students' level, management quality of information, enhancement of information productivity, enhancement of interactivity between users, and expansion of participants. 
Conclusions This study is significant in that it provided practical support for the difficulties faced by teachers through using wikis as a knowledge-building community and that it derived meaningful suggestions that should be considered when designing wiki-based knowledge-building communities.