Analyzing learner-hypermedia interaction: An overview of online methods

Rouet, Jean-Fran�ois; Passerault, Jean-Michel

doi:10.1007/bf00897319

Cited by 18 publications

(18 citation statements)

References 27 publications

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“…It is then up to the learner to further elaborate on the visualization and decide what action (if any) to take. Our proposal for designing interpretative views of learners' interaction behavior in an AEHS combines and expands ideas coming from the areas of hypermedia learning [16], open learner modeling [11], [10], [47], and interaction analysis [3], [30], [37]. The learning analytics process as described in [37] is represented as an iterative cycle carried out in three steps: data collection and pre-processing, analytics and action, and post-processing.…”

Section: Proposing a Modelling Approach For Learners' Interaction Behmentioning

confidence: 99%

“…Especially in a hypermedia learning environment, a main issue is that learners make explicit decisions repeatedly during interaction that usually results in complex interaction protocols. These protocols refer to the series of events, which occur during hypermedia usage, with corresponding time stamps [16]. However, collecting learners' actions is the first step for re-constructing a view of learners' activity able to promote learners' reflection on their explorations.…”

Section: Introductionmentioning

confidence: 99%

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Constructing Interpretative Views of Learners’ Interaction Behavior in an Open Learner Model

Papanikolaou

2015

IEEE Trans. Learning Technol.

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In this paper, we discuss how externalizing learners' interaction behavior may support learners' explorations in an adaptive educational hypermedia environment that provides activity-oriented content. In particular, we propose a model for producing interpretative views of learners' interaction behavior and we further apply this model to INSPIREus for visualizing specific indicators. In the proposed approach, we collect raw data from learners' interaction at various grains, model the state of interaction using a set of indicators that combine temporal, navigational and performance data with semantic data of content and available tools, and visualize this information alongside with comparative information coming from the instructor or peers. In this way, we provide users (learners, tutors, peers) with a mirror of learners' behavior and a point of reference such as the instructor's proposal or peers' behavior, in order to enable monitoring and reflection. An empirical study with students is also described investigating how they interpret the visualizations of their interaction data provided by INSPIREus, the metacognitive skills they cultivate, and the personal data of peers they value for selecting collaborators. Preliminary results provide evidence about the understandability and expressiveness of the indicators of effort, progress, working style, and the visualizations used.

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Section: Proposing a Modelling Approach For Learners' Interaction Behmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Constructing Interpretative Views of Learners’ Interaction Behavior in an Open Learner Model

Papanikolaou

2015

IEEE Trans. Learning Technol.

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“…However, such comparisons do not provide insight into what actually happens while the learning device is being used. Online methods (Rouet & Passerault, 1999), on the other hand, supply information about the learner's activity as he/she uses the system. Some online methods are capable of indicating what the learner is focusing on; others concentrate on understanding the learning processes at play.…”

Section: Evaluating Ile Utilitymentioning

confidence: 99%

How to combine objectives and methods of evaluation in iterative ILE design: lessons learned from designing Ambre-add

Nogry

Jean-Daubias

Guin

2012

Interactive Learning Environments

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This article deals with evaluating an interactive learning environment (ILE) during the iterative-design process. Various aspects of the system must be assessed and a number of evaluation methods are available. In designing the ILE AMBREadd, several techniques were combined to test and refine the system. In particular, we point out the merits of combining measures of the ILE's impact on learning with analyses of the learner's activity. In this article, the approach used to evaluate AMBRE-add is described and analyzed, and its advantages and disadvantages are discussed. Then, a general procedure for evaluating ILEs during iterative design is proposed.

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“…This complex picture of learning from text differs from traditional views that depict the reader of print text as a passive actor whose main role is to infer the meaning of a unique text. According to the complexity of learning from current text electronic systems, recent research efforts have been devoted to develop research tools to evaluate the strategic behaviors used by readers learning in electronic environments [3] Most of these methods rely on on-line measurements of the cognitive and behavioral activity concurrent with learning, because they allow tracing comprehension processes as they unfold [3]. On-line methods enable researchers to test theoretical hypotheses from reading models [4,5], to study individual differences on reading [6] or to test the effects of specific reading conditions [7,8], among other purposes.…”

Section: On-line Methods To Study Electronic Text Comprehensionmentioning

confidence: 99%

Read&Answer, A Tool to Capture on-Line Processing of Electronic Texts

Cerdán

Vidal‐Abarca²,

Salmerón³

et al. 2009

TOERGJ

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This paper is aimed at presenting Read&Answer, a tool that records reading times, one of the main on-line methods employed in text processing research. Read&Answer allows the recording, analysis and interpretation of the learner processing in order to test specific hypotheses and explain final comprehension results. First, we will describe the tool, and then we will briefly explain some research studies using the tool. We will show how Read&Answer can be used in combination with another on-line method extensively employed in text processing research, i.e., verbal protocols, and we will also compare Read&Answer with eye movement tracking, a widely accepted on-line reading times technique.

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Analyzing learner-hypermedia interaction: An overview of online methods

Cited by 18 publications

References 27 publications

Constructing Interpretative Views of Learners’ Interaction Behavior in an Open Learner Model

Constructing Interpretative Views of Learners’ Interaction Behavior in an Open Learner Model

How to combine objectives and methods of evaluation in iterative ILE design: lessons learned from designing Ambre-add

Read&Answer, A Tool to Capture on-Line Processing of Electronic Texts

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