Evaluating the Effects of Open Student Models on Learning

Mitrović, Antonija; Martin, Brent

doi:10.1007/3-540-47952-x_31

Cited by 108 publications

(132 citation statements)

References 13 publications

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“…One stream focuses on visualizing the model to support students' self-reflection and planning; the other one encourages students to participate in the modeling process, such as engaging students through negotiation or collaboration on the construction of the model [2]. Representations of the student model vary from displaying high-level summaries (such as skill meters) to complex concept maps or Bayesian networks.…”

Section: Related Workmentioning

confidence: 99%

“…One popular solution to address the issue of control is the so-called open student modeling, an approach that permits the students to observe and reflect on their progress. In particular, visual approaches for open student modeling were explored to provide students with an easy-to-grasp and holistic view of their progress [1][2][3]. However, most of the open student modeling research focuses on the representation of an individual student --ignoring the social aspect of learning.…”

Section: Introductionmentioning

confidence: 99%

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Open Social Student Modeling: Visualizing Student Models with Parallel IntrospectiveViews

Hsiao

Bakalov²,

Brusilovsky

et al. 2011

User Modeling, Adaption and Personalization

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Abstract. This paper explores a social extension of open student modeling that we call open social student modeling. We present a specific implementation of this approach that uses parallel IntrospectiveViews to visualize models representing student progress with QuizJET parameterized self-assessment questions for Java programming. The interface allows visualizing not only the student's own model, but also displaying parallel views on the models of their peers and the cumulative model of the entire class or group. The system was evaluated in a semester-long classroom study. While the use of the system was non-mandatory, the parallel IntrospectiveViews interface caused an increase in all of the usage parameters in comparison to a regular portal-based access, which allowed the student to achieve a higher success rate in answering the questions. The collected data offer some evidence that a combination of traditional personalized guidance with social guidance was more effective than personalized guidance alone.

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Section: Related Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Open Social Student Modeling: Visualizing Student Models with Parallel IntrospectiveViews

Hsiao

Bakalov²,

Brusilovsky

et al. 2011

User Modeling, Adaption and Personalization

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“…The next set of rows (numbered 1 through 10), identify the dimensions of openness, that allow the system's purpose for openness to be achieved. (Papanikolaou et al, 2003;Weber, Brusilovsky, 2001;Mitrovic & Martin, 2002). For example, ELM-ART (see Figure 2.9) used a partly filled in horizontal bar to indicate the percentage of learnt material.…”

Section: Openness In Adaptive Systemsmentioning

confidence: 99%

A Scrutable Adaptive Hypertext

Czarkowski

Kay

2002

Lecture Notes in Computer Science

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Fuelled by the popularity and uptake of the World Wide Web since the 1990s, many researchers and commercial vendors have focussed on Adaptive Hypermedia Systems as an effective mechanism for disseminating personalised information and services. Such systems store information about the user, such as their goals, interests and background, and use this to provide a personalised response to the user. This technology has been applied to a number of contexts such as education systems, e-commerce applications, information search and retrieval systems.As an increasing number of systems collect and store personal information about their users to provide a personalised service, legislation around the world increasingly requires that users have access to view and modify their personal data. The spirit of such legislation is that the user should be able to understand how personal information about them is used. There literature has reported benefits of allowing users to access and understand data collected about them, particularly in the context of supporting learning through reflection. Although researchers have experimented with open user models, typically the personalisation is inscrutable: the user has little or no visibility in to the adaptation process. When the adaptation produces unexpected results, the user may be left confused with no mechanism for understanding why the system did what it did or how to correct it.This thesis is the next step, giving users the ability to see what has been personalised and why. In the context of personalised hypermedia, this thesis describes the first research to go beyond open, or even scrutable user models; it makes the adaptivity and associated processes open to the user and controllable. The novelty of this work is that a user of an adaptive hypertext system might ask How was this page personalised to me? and is able to see just how their user model affected what they saw in the hypertext document. With an understanding of the personalisation process and the ability to control it, the user is able to steer the personalisation to suit their changing needs, and help improve the accuracy of the user model.Developing an interface to support the scrutinisation of an adaptive hypertext is difficult. Users may not scrutinise often as it is a distraction from their main task. But when users need to scrutinise, perhaps to correct a system misconception, they need to easily find and access the scrutinisation tools.Ideally, the tools should not require any training and users should be able to use them effectively without prior experience or if have not used them for a long time, since this is how users are likely to scrutinise in practice.The contributions of thesis are: (1) SASY/ATML, a domain independent, reusable framework for creation and delivery of scrutable adaptive hypertext; (2)a toolkit of graphical tools that allow the user to scrutinise, or inspect and understand what personalisation occurred and control it; (3) evaluation of 4 the scrutinisation tools and (4) a set of g...

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“…However, it has been shown that opening up the student model to the student, so that they could view "what the system thinks of them" is conducive to learning. In fact, the Open Student Model (OSM) plays quite a large role in increasing their metacognitive skills, which in turn helps their long-term learning [2,11]. Opening up the student model means that ITS authors have to consider how to best visualise this data so that the student can understand and make use of it.…”

Section: Introductionmentioning

confidence: 99%

“…Other types of OSMs include a tree structure [7,11], and concept graphs [5]. Most of these models are dynamic; others can be interactive; such as the negotiable student model [15].…”

Section: Introductionmentioning

confidence: 99%

Do Your Eyes Give It Away? Using Eye Tracking Data to Understand Students’ Attitudes towards Open Student Model Representations

Mathews

Mitrović

Lin

et al. 2012

Intelligent Tutoring Systems

Self Cite

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Abstract. There is sufficient evidence to show that allowing students to see their own student model is an effective learning and metacognitive strategy. Different tutors have different representations of these open student models, all varying in complexity and detail. EER-Tutor has a number of open student model representations available to the student at any particular time. These include skill meters, kiviat graphs, tag clouds, concept hierarchies, concept lists, and treemaps. Finding out which representation best helps the student at their level of expertise is a difficult task. Do they really understand the representation they are looking at? This paper looks at a novel way of using eye gaze tracking data to see if such data provides us with any clues as to how students use these representations and if they understand them.

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Evaluating the Effects of Open Student Models on Learning

Cited by 108 publications

References 13 publications

Open Social Student Modeling: Visualizing Student Models with Parallel IntrospectiveViews

Open Social Student Modeling: Visualizing Student Models with Parallel IntrospectiveViews

A Scrutable Adaptive Hypertext

Do Your Eyes Give It Away? Using Eye Tracking Data to Understand Students’ Attitudes towards Open Student Model Representations

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