Since the publication of this article Tanenbaum, K., Hatala, M., Tanenbaum, J. et al. A case study of intended versus actual experience of adaptivity in a tangible storytelling system.
This article presents a case study of an adaptive, tangible storytelling system called “The Reading Glove”. The research addresses a gap in the field of adaptivity for ubiquitous systems by taking a ...critical look at the notion of “adaptivity” and how users experience it. The Reading Glove is an interactive storytelling system featuring a wearable, glove-based interface and a set of narratively rich objects. A tabletop display provides adaptive recommendations which highlight objects to select next, functioning as an expert storytelling system. The recommendation engine can be run in three different configurations to examine the effects of different adaptive methods. The study of the design process as well as the user experience of the Reading Glove allows us to develop a deeper understanding of the experience of adaptivity that is useful for designers of intelligent systems, particularly those with ubiquitous and tangible forms of interaction.
This paper proposes an ontology mapping‐based framewrowrk that allows searching for learning resources using multiple ontologies. The present applications of ontologies in e‐learning use various ...ontologies (eg, domain, curriculum, context), but they do not give a solution on how to interoperate e‐learning systems based on different ontologies. The proposed solution uses a mapping ontology that is a part of a recent Semantic Web initiative, the Simple Knowledge Organisation System. On top of that, we develop and implement two search algorithms. Finally, we evaluated the solution by developing a system that helps students search for relevant learning resource using a local context (ie, course curriculum) ontology.
Self-regulated learning processes have a potential to enhance the motivation of knowledge workers to take part in learning and reflection about learning, and thus contribute to the resolution of an ...important research challenge in workplace learning. An equally important research challenge for the successful completion of each step of a self-regulatory process is to enable learners to be aware of the characteristics of their organizationally-embedded learning context. In this paper, we describe how a combination of pedagogy and Semantic Web-based technologies can be utilized to address the above two challenges. Specifically, we demonstrate the proposed solution through the Learn-B tool that leverages ontologies to support self-regulation in organizational learning.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This paper describes a study that looked at the effects of different technology-use profiles on educational experience within communities of inquiry, and how they are related to the students' levels ...of cognitive presence in asynchronous online discussions. Through clustering of students (N=81) in a graduate distance education engineering course, we identified six different profiles: 1) task-focused users, 2) content-focused no-users, 3) no-users, 4) highly intensive users, 5) content-focused intensive users, and 6) socially-focused intensive users. Identified profiles significantly differ in terms of their use of learning platform and their levels of cognitive presence, with large effect sizes of 0.54 and 0.19 multivariate η2, respectively. Given that several profiles are associated with higher levels of cognitive presence, our results suggest multiple ways for students to be successful within communities of inquiry. Our results also emphasize a need for a different instructional support and pedagogical interventions for different technology-use profiles.
•We investigated technology-use profiles using six offerings of a graduate level course with the total of 81 students.•Our MANOVA results revealed six technology-use profiles, associated with different levels of cognitive presence.•Building on the previous research we describe identified clusters and discuss the impact of our findings.
LOCO-Analyst is a learning analytics tool we developed to provide educators with feedback on students learning activities and performance. Evaluation of the first version of the tool led to the ...enhancement of the tool’s data visualization, user interface, and supported feedback types. The second evaluation of the improved tool allowed us to see how the improvements affected the users’ perceived value of the tool. Here, we present the qualitative results of our two evaluations and discuss important lessons learned stemming from the comparison of the two studies. The results show that educators find the kinds of feedback implemented in the tool informative and they value the mix of textual and graphical representations of different kinds of feedback provided by the tool.
► a learning analytics tool for educators-directed feedback is presented. ► results of two qualitative evaluation studies of the tool are presented. ► educators found the feedback implemented in the tool informative. ► educators valued the mix of textual and graphical representations of the feedback. ► important lessons learned from the comparison of the two studies are discussed.
Learning programming is difficult, and many students fail or have poor outcomes. To learn to program means to master steps in the complex problem-solving activity. Previous research uncovered a rich ...set of domain-specific and generic cognitive and metacognitive strategies students use when they learn to program. The processes that problem-solving experts demonstrate are very similar to those studied by self-regulated learning researchers. This study proposes Self-Regulated Learning (SRL) process types derived from the SRL phases indicators developed from log data captured from students' interaction with the instructional scaffold for programming assignments in LMS. The process types were defined from theoretical and pragmatic perspectives, with the aim to indicate concrete interventions for improving problemsolving skills. We have observed and quantified students' use of the SRL processes of distinct types in the series of five problem-solving assignments. We have also observed the progression of SRL processes used by each student in the assignments. Our modelling showed that students with domain knowledge at the same level achieve higher assignment marks when they demonstrate SRL processes at the higher level; importantly, students with the lowest programming skills benefit the most.
•A validated classifier of SRL phases was used to detect SRL processes on five consecutive programming assignments•We defined four SRL process types motivated by theory and interventions used to improve students' SRL process•Students' SRL process types fluctuate between assignments and provide an opportunity for interventions•Students with the lowest programming skills benefit from using more advanced SRL process types the most
Contemporary literature on online and distance education almost unequivocally argues for the importance of interactions in online learning settings. Nevertheless, the relationship between different ...types of interactions and learning outcomes is rather complex. Analyzing 204 offerings of 29 courses, over the period of six years, this study aimed at expanding the current understanding of the nature of this relationship. Specifically, with the use of trace data about interactions and utilizing the multilevel linear mixed modeling techniques, the study examined whether frequency and duration of student–student, student–instructor, student–system, and student–content interactions had an effect of learning outcomes, measured as final course grades. The findings show that the time spent on student–system interactions had a consistent and positive effect on the learning outcome, while the quantity of student–content interactions was negatively associated with the final course grades. The study also showed the importance of the educational level and the context of individual courses for the interaction types supported. Our findings further confirmed the potential of the use of trace data and learning analytics for studying learning and teaching in online settings. However, further research should account for various qualitative aspects of the interactions used while learning, different pedagogical/media features, as well as for the course design and delivery conditions in order to better explain the association between interaction types and the learning achievement. Finally, the results might imply the need for the development of the institutional and program-level strategies for learning and teaching that would promote effective pedagogical approaches to designing and guiding interactions in online and distance learning settings.
•We examined the relationship between interaction types and learning out-come.•The findings show significant positive effect of student–system interactions.•Student-content interactions were negatively associated with the learning outcome.•Educational level and course context are important for interaction types supported.
This paper reports on the findings of an exploratory study in which the effects of technological scaffolding interventions on micro-level processes of self-regulated learning in the workplace were ...investigated. Empirical research in the workplace has been much less represented than in formal education. Even less research is available that aimed to identify which technological scaffolding interventions, out of those available in a learning environment, had the highest influence on specific micro-level process of self-regulated learning. This paper reports on the findings of a case study conducted in the naturalistic settings of two organizations in Europe (N = 53) for the period of two months. Trace data about the events of engagement with the technological scaffolding interventions and micro-level processes of self-regulated learning were collected. Both a transition graph based analysis of the temporal dependencies of the collected events and multiple linear regression analyses showed that an intervention that promoted social awareness had consistently the highest effect on all the micro-level processes used in the study. This intervention was followed by the intervention that offered system-generated recommendations about learning paths, learning activities and knowledge assets to stimulate engagement into the micro-level processes within the forethought or preparatory phase of self-regulated learning. These findings suggest that both the social and organizational contexts should be taken into account when developing interventions aimed at supporting the forethought and engagement phases. Further discussion about research, methodological, and learning technology design implications is provided.
•Effects of technological scaffolds on self-regulated workplace learning are studied.•Protocol based on trace data is used for measurement in an exploratory study.•Transition graphs and multiple linear regression are used for analysis.•Scaffolds promoting social awareness had consistently the highest effect.•System-generated recommendations of learning resources had also high effects.
Benefits of social interaction for learning have widely been recognized in educational research and practice. The existing body of research knowledge in computer supported collaborative learning ...(CSCL) offers numerous practical approaches that can enhance educational experience in online group activities. The Community of Inquiry (CoI) model is one of the best-researched frameworks that comprehensively explains different dimensions of online learning in communities of inquiry. However, individual differences, well-established in educational psychology to affect learning (e.g., emotions, motivation and working memory capacity), have received much less attention in the CSCL and CoI research published to date. This paper reports on the findings of a study that investigated linguistic features of online discussion transcripts coded by the four levels of cognitive presence — a CoI dimension that explains the extent to which a community can construct meaning from the initial practical inquiry to the eventual problem resolution. The automated linguistic analysis, conducted by using the Linguistic Inquiry and Word Count (LIWC) framework, revealed that certain word categories – reported previously in the literature as accurate indicators of specific psychological characteristics – had distinct distributions for each level of cognitive presence of the CoI framework. The most significant finding of the study is that linguistic proxies of increased cognitive load have unique representation patterns across the four levels of cognitive presence. Consequently, this study legitimizes more research on individual differences in general and on cognitive load theory in particular in communities of inquiry. The paper also discusses implications for educational research, practice, and technology.
•The study investigated linguistic features of online discussion transcripts.•Messages are coded according to the four levels of cognitive presence of CoI.•Certain psychological categories of words had distinct distributions for each level.•The results of the LIWC-based analysis offer distinct proxies of cognitive presence.•Findings suggest a need for practice and research of adaptive instructional designs.
PDF
