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  • Open Access

    ARTICLE

    Multi-Level Knowledge Engineering Approach for Mapping Implicit Aspects to Explicit Aspects

    Jibran Mir1, Azhar Mahmood2,*, Shaheen Khatoon3

    CMC-Computers, Materials & Continua, Vol.70, No.2, pp. 3491-3509, 2022, DOI:10.32604/cmc.2022.019952 - 27 September 2021

    Abstract Aspect's extraction is a critical task in aspect-based sentiment analysis, including explicit and implicit aspects identification. While extensive research has identified explicit aspects, little effort has been put forward on implicit aspects extraction due to the complexity of the problem. Moreover, existing research on implicit aspect identification is widely carried out on product reviews targeting specific aspects while neglecting sentences’ dependency problems. Therefore, in this paper, a multi-level knowledge engineering approach for identifying implicit movie aspects is proposed. The proposed method first identifies explicit aspects using a variant of BiLSTM and CRF (Bidirectional Long Short… More >

  • Open Access

    ARTICLE

    Fuzzy-Based Sentiment Analysis System for Analyzing Student Feedback and Satisfaction

    Yun Wang1, Fazli Subhan2, Shahaboddin Shamshirband3, 4, *, Muhammad Zubair Asghar5, Ikram Ullah5, Ammara Habib5

    CMC-Computers, Materials & Continua, Vol.62, No.2, pp. 631-655, 2020, DOI:10.32604/cmc.2020.07920

    Abstract The feedback collection and analysis has remained an important subject matter for long. The traditional techniques for student feedback analysis are based on questionnaire-based data collection and analysis. However, the student expresses their feedback opinions on online social media sites, which need to be analyzed. This study aims at the development of fuzzy-based sentiment analysis system for analyzing student feedback and satisfaction by assigning proper sentiment score to opinion words and polarity shifters present in the input reviews. Our technique computes the sentiment score of student feedback reviews and then applies a fuzzy-logic module to More >

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