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Teachable Agent as an Interactive Tool for Cognitive Task Analysis: A Case Study for authoring an Expert Model

INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION 2022年第1期32卷 48-75页

作者： Matsuda, Noboru North Carolina State Univ Dept Comp Sci Raleigh NC 27695 USA

This paper demonstrates that a teachable agent (TA) can play a dual role in an online learning environment (OLE) for learning by teaching-the teachable agent working as a synthetic peer for students to learn by teaching and as an interactive tool for cognitive task analysis when authoring an OLE for learning by teaching. We have developed an OLE (called APLUS) on which students can interactively teach a TA (called SimStudent) how to solve problems. APLUS has a cognitive tutor embedded (aka meta-tutor) that provides students with adaptive feedback and help on how to solve problems. The results showed that the expert model created by SimStudent was highly accurate with more than 0.95 precision and recall scores on two different task domains (equation solving and fraction addition). The cost analysis showed that although the authors need to provide SimStudent with task dependent Java code, the amount of code written was relatively small-about 1000-2000 lines of code in 20 to 50 classes. Those findings imply that the TA has practical potential to help authors of APLUS create a domain expert model for the embedded cognitive tutor and the tutoring interface used for the OLE. It was also observed that the failure of TA to learn expected cognitive skills helps the author identify missing essential cognitive factors that must be encoded in the OLE.

关键词： authoring tools and methods Cognitive task analysis Human-computer interaction Intelligent tutoring systems Interactive learning environment

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Association of learning styles with different e-learning problems: a systematic review and classification

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EDUCATION AND INFORMATION TECHNOLOGIES 2020年第2期25卷 1303-1331页

作者： Khamparia, Aditya Pandey, Babita Lovely Profess Univ Sch Comp Sci & Engn Phagwara Punjab India BabaSaheb Bhimrao Ambedkar Univ Dept CS&IT Satellite Campus Tikarmafiamethi India

Due to increase in complexity of modelling human behaviour in virtual environment, traditional or conventional didactic learning is limited in providing flexible or dynamic e-learning environment to students. Adaption of e-learning content with respect to several e-learning problems is open research problem in front of all of us. The purpose of this study is to review the learning styles having different classification methods associated with different e-learning problems. The open problems, challenges and prospective direction of e-learning research have also been described. Research papers from distinguished resources: Elsevier, Springer, Wiley, PubMed are reviewed and analyzed. The study examined the effectiveness of learning style and different classification methods in various e-learning problems. Different research papers have been classified based on learning style theories, adaptive classification methods, specific features and challenges faced in individual e-learning problems. 129 articles were studied and reviewed for meta-analysis. When adaptive and dynamic learning, blended with different learning styles and problems, then it's found effective, which enhances learner's performance and knowledge compared to traditional or conventional learning. This study supports researchers, academicians and practitioners in effectively adopting learning styles and method correspond to learning problems and provides a deep insight into its state of art.

关键词： Teaching learning strategies Navigation Interactive learning environments Distributed learning environment authoring tools and methods

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The Effects of Adaptive Feedback on Student's Learning Gains

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INTERNATIONAL JOURNAL OF ADVANCED COMPUTER SCIENCE AND APPLICATIONS 2021年第7期12卷 68-80页

作者： Bimba, Andrew Thomas Idris, Norisma Al-Hunaiyyan, Ahmed Ibrahim, Salwa Ungku Mustafa, Naharudin Supa'at, Izlina Zainal, Norazlin Ahmad, Mohd Yahya Univ Malaya Dept Artificial Intelligence Kuala Lumpur Malaysia Publ Author Appl Educ & Training PAAET Coll Business Studies Comp & Informat Syst Dept Kuwait Kuwait Univ Malaya Ctr Sci Fdn Studies Kuala Lumpur Malaysia

There is an increase in the implementation of adaptive feedback models, which focus on the relationship between adaptive feedback and learning gains. These literatures suggest that the complex relationship between feedback, task complexity, pedagogical principles and student's characteristics affect the significance of feedback effects. However, current studies have shown insufficient research on the effect of adaptive feedback characteristics on student's learning gains. Thus, there is a need to investigate the effect of multiple adaptive feedback characteristics on student's learning gains. The adaptive feedback model proposed supports the retrieval of appropriate feedback for students based on established weights between related concepts. In comparing three experimental groups, students who were provided with adaptive feedback showed learning gains and normalized learning gains of 0.87 and 0.05 over the normal feedback group, with 0.97 and 0.07 over the non-feedback group. This research yielded better outcomes than previous similar studies.

关键词： authoring tools and methods evaluation of CAL systems intelligent tutoring systems teaching/learning strategies pedagogical issues

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The impact of a rich media platform to table tennis learners' performance and participation motivation

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INTERACTIVE LEARNING ENVIRONMENTS 2019年第6期29卷 1006-1018页

作者： Zou, JunHua Liu, Kai Han, Lilong Hubei Univ Fac Educ Wuhan Hubei Peoples R China Wuhan Univ Inst Educ Sci Wuhan Hubei Peoples R China

Based on the HTML5 video element, WebVTT (Web Video Text Tracks) and MySQL, we developed a Rich Media Platform for Table Tennis learning (RMPTTL). This platform can support online motion analysis. Meanwhile, social agents (peers, coaches and parents) can leave comments to influence players' participation motivation. A mixed experimental design was followed, whereby researchers conducted pre-tests and post-tests to assess the effect of using RMPTTL on players' performance and participation motivation. Participants were thirty 7-12 year old schoolchildren from a table tennis training school in Wuhan, China. They were randomly assigned to two groups, one of which used the RMPTTL (Group R) and the other did not (Group C). The intervention lasted 8 weeks. A series of one-way analyzes of covariance (ANCOVAs) were conducted. Analysis of the data illustrated that: (1) differences in mean scores of advanced skill (alternative forehand and backhand drives) and participation motivation between the two teaching groups were significantly different;(2) there was no significant difference in mean scores of basic table tennis skills (forehand drive or backhand drive) between the two groups. The findings conclusively support the effectiveness of using RMPTTL as an adjunct to standard coaching techniques.

关键词： Interactive learning environments media in education authoring tools and methods Elementary education Distance learning

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Impact of slide-based lectures on undergraduate students' learning: Mixed effects of accessibility to slides, differences in note-taking, and memory term

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COMPUTERS & EDUCATION 2018年第Aug.期123卷 13-25页

作者： Kim, Hyeyoun Dongguk Univ Seoul South Korea Dongguk Univ Dept Korean Language Educ 30 Pildong Ro 1 Gil Seoul 04620 South Korea

This paper addresses the effects of access to slide copies during lectures using PowerPoint for undergraduate students on their learning outcomes depending on the quantity of notes they take and immediate vs. delayed testing. Seventy-one students repeatedly participated in the following six lecture conditions: accessibility to slides (full, partial, and no slide copy) x memory term (immediate and delayed test). Thus, the present study adopted a 3 x 2 within-subjects design with two note-taking covariates (the quantity of words and markers in notes). A mixed-effects model and counterbalancing method were applied to control idiosyncrasies and order effects caused by repeated measurement. The results revealed that accessibility to slide copies and students' note-taking predicted their learning outcomes. The effects of no slide copy were significant in both short- and long-term memory conditions as compared to those of access to full and partial copies. Access to full and partial slide copies did not have significantly different results. However, according to the interaction results between accessibility and memory term, the long-term encoding effect was assumed for the partial slide copy condition. Regarding note taking variables, students' performance was considerably impacted by the number of markers but none of the number of words. The findings suggest educational implications for the way slides are prepared and provided and the way students take notes during slide-based lectures from a perspective of writing-to-learn.

关键词： authoring tools and methods Improving classroom teaching Interactive learning environments Pedagogical issues Teaching/learning strategies

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Design and evaluation of planning and mathematical models for generating learning paths

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COMPUTATIONAL INTELLIGENCE 2018年第3期34卷 821-838页

作者： Sanchez Nigenda, R. Maya Padron, C. Martinez-Salazar, I. Torres-Guerrero, F. Univ Autonoma Nuevo Leon Fac Ingn Mecan & Elect San Nicolas de los Garza NL Mexico

Education research has emphasized the need to develop instructional design tools to facilitate the generation of learning paths for students. Learning paths are important because they enable the personalization and optimization of the learning process. In this work, we present a flexible conceptual framework that allows the representation of curricula information as Artificial Intelligence Planning and Mathematical Programming models to facilitate the generation of learning paths by domain independent algorithms. The resulting models consider a rich set of properties from the education domain, like hierarchical learning structures, enabling conditions, temporal actions, mandatory activities, quality accumulation functions, and metric information. We show that the proposed mathematical models return optimal solutions very efficiently if we relax the total ordering constraints of learning paths. These relaxations allow evaluating greedy planning algorithms to identify the properties from the models that increase the complexity of solution synthesis. We expect that the results of this research can be helpful to education researchers and computer scientists in the quest of scalable systems that capture more flexible standards to model learning and compute more informed learning paths for students.

关键词： adaptive e-learning models artificial intelligence planning authoring tools and methods learning object representation learning path optimization

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Are intermediate constraint question formats useful for evaluating student thinking and promoting learning in formative assessments?

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COMPUTERS & EDUCATION 2019年 141卷 103606-000页

作者： Meir, Eli Wendel, Daniel Pope, Denise S. Hsiao, Ling Chen, Deborah Kim, Kerry J. SimBiot Software Inc POB 7158 Missoula MT 59807 USA MIT Scheller Teacher Educ Program Cambridge MA 02139 USA Ctr Integrat Res Teaching & Learning 1025 W Johnson St Madison WI 53706 USA

There is a broad movement in science classes to emphasize higher-order thinking and complex skills over simple accumulation of facts. A major barrier to making this shift is a lack of good assessment tools for evaluating higher-order thinking that can be used with low effort by instructors. Computerized assessments aid instructors and increase efficiency, and potentially allow for immediate feedback. But easily-used question formats tend to be highly constrained (e.g. multiple-choice) and thus less informative on student thinking, while low constraint open-response formats (e.g. essay questions) are difficult to grade automatically. This is particularly problematic for formative assessments where immediate feedback specific to a student's current understanding is important to their learning. Here we explore two question formats that are intermediate in degree of constraint between open-response and multiple-choice formats. Intermediate constraint formats have the potential to allow some response construction while still enabling automatic feedback. We examine 15 questions in the two formats, with data from student interviews as well as from use in dozens of classrooms (both high school and university) as part of their regular curriculum. We find that the intermediate constraint questions enable automatic scoring of answers into specific categories of understanding and confusion, thus allowing for specific feedback to each student;that the intermediate constraint formats do encourage students to construct their own answers to a greater degree than multiple-choice;that they are usable by students;and that questions in those formats can show similar ranges of student answers as open-response. Further, using a split-class design in high school classrooms, we show that intermediate constraint questions can impact student learning to a greater degree than short answer questions. We conclude that these two question formats, and by extension perhaps other question formats w

关键词： authoring tools and methods Improving classroom teaching Interactive learning environments Teaching/leaming strategies Assessment techniques

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Augmented reality and pedestrian navigation through its implementation in m-learning and e-learning: Evaluation of an educational program in Chile

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COMPUTERS & EDUCATION 2017年 111卷 1-17页

作者： Joo-Nagata, Jorge Martinez Abad, Fernando Garcia-Bermejo Giner, Jose Garcia-Penalvo, Francisco J. Univ Metropolitana Ciencias Educ Univ Salamanca GRIAL Grp Jose Pedro Alessandri 774 Santiago Chile Univ Salamanca IUCE Grp Paseo Canalejas 169Solis Bldg1a Floor E-37008 Salamanca Spain Univ Salamanca Dept Informat & Automat GRIAL Grp Plaza Caidos S-NOff 3077 E-37008 Salamanca Spain

The implementation of Mobile Pedestrian Navigation and Augmented Reality in mobile learning contexts shows new forms of interaction when students are taught by means of learning activities in formal settings. This research presents the educational, quantitative, and qualitative evaluation of an Augmented Reality and Mobile Pedestrian Navigation app. The software was designed for mobile learning in an educational context, to evaluate its effectiveness when applied as a teaching tool, in comparison to similar tools such as those present in e-learning. A mixed-method analysis was used, with primary school students from Chile as subjects (n = 143). They were split into one control group and one experimental group. The control group worked in an e-learning environment, while the experimental group performed the activity as field work, making use of the app (m-learning). Students were evaluated pretest and posttest using an objective test to measure their level of learning. In parallel, a satisfaction survey was carried out concerning the use of these technologies, in addition to interviews with several students and teachers of the experimental group. Pretest-posttest results indicate that the experimental group outperformed the control group in their learning levels. The results of the interviews and the satisfaction survey show that these technologies, combined with fieldwork, increase the effectiveness of the teaching-learning processes. Further, they promote the interaction of students with contents for learning, and they improve students' performance in the educational process. The main goal is to provide a methodology for the analysis of an ad-hoc designed app. The app is intended to provide an m-learning process for subjects being taught about cultural heritage. The quantitative and qualitative results obtained show that it can be more effective than using similar technologies in e-learning contexts. (C) 2017 Elsevier Ltd. All rights reserved.

关键词： authoring tools and methods Media in education Navigation Evaluation methodologies

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Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development

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COMPUTERS & EDUCATION 2017年 114卷 92-116页

作者： Asensio-Perez, Juan I. Dimitriadis, Yannis Pozzi, Francesca Hernandez-Leo, Davinia Prieto, Luis P. Persico, Donatella Villagra-Sobrino, Sara L. Univ Valladolid Sch Telecommun Engn Paseo Belen 15 E-47011 Valladolid Spain CNR ITD Via Marini 6 I-16149 Genoa Italy Univ Pompeu Fabra Dept Informat & Commun Technol Roc Boronat 138 Barcelona 08018 Spain Tallinn Univ TLU Sch Educ Sci Uus Sadama 5 EE-10120 Tallinn Estonia Univ Valladolid Fac Educ & Social Work Paseo Belen 1 E-47011 Valladolid Spain

Recent research suggests that training teachers as learning designers helps promote technology-enhanced educational innovations. However, little attention has been paid so far to the interplay between the effectiveness of Teacher Professional Development (TPD) instructional models promoting the role of teachers as designers and the capabilities (and pitfalls) of the heterogeneous landscape of available Learning Design (LD) tooling employed to support such TPD. This paper describes a mixed method study that explores the use of a novel Integrated Learning Design Environment (ILDE) for supporting a TPD program on Information and Communication Technologies (ICT) and Collaborative Learning (CL). 36 Adult Education (AE) and Higher Education (HE) inservice teachers, with little experience on both CL and ICT integration, participated in a study encompassing training workshops and follow-up full-lifecycle learning design processes (from initial conceptualization to implementation with a total of 176 students). The findings from our interpretive study showcase the benefits (and required effort) derived from the use of an integrated platform that guides teachers along the main phases of the learning design process, and that automates certain technological setup tasks needed for the classroom enactment. The study also highlights the need for adaptation of the TPD instructional model to the learning curve associated to the LD tooling, and explores its impact on the attitude of teachers towards future adoption of LD practices. (C) 2017 Elsevier Ltd. All rights reserved.

关键词： authoring tools and methods Distributed learning environments Improving classroom teaching Teaching/learning strategies

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A remix-oriented approach to promoting student engagement in a long-term participatory learning program

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COMPUTERS & EDUCATION 2017年 110卷 1-15页

作者： Liu, Chen-Chung Chen, Wei-Chen Lin, Hung-Ming Huang, Yun-Yin Natl Cent Univ Grad Inst Network Learning Technol 300 Jhongda Rd Jhongli 32001 Taoyuan County Taiwan Minghsin Univ Sci & Technol Xinfeng Township Taiwan Natl Tsing Hua Univ Hsinchu Taiwan

Researchers and educators continuously remark on the importance of integrating creativity into the learning process. This study proposes a creativity approach to facilitating participatory learning for the sustained engagement of young learners based on the principle of remix practice, which consists of learning to generate online artefacts, endless hybridization and scaffolding. This study investigated students' engagement in and perceptions of the creative learning process during a two-year participatory learning program. Data collected included students' flow perceptions during a 39-week activity, their motivation and creative self-efficacy before and after the intervention, as well as their creative products. The findings indicated that the remix-oriented approach led to a higher level of intrinsic motivation and sustained flow compared to a model-based approach, especially interest and curiosity, in this participatory learning program. The approach also helped the students to perceive a significant increase in their level of creative self-efficacy associated with strategies to generate creative ideas. The results of this study suggest that the principle of remix practice is helpful for leveraging knowledge acquisition and the creative nature of participatory learning activities to sustain student engagement in participatory learning programs. (C) 2017 Elsevier Ltd. All rights reserved.

关键词： Multimedia/hypermedia systems authoring tools and methods Learning communities Teaching/learning strategies

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