Supporting Students’ Self-Regulated Learning with an Open Learner Model in a Linear Equation Tutor

This paper presents a conceptual approach and a Web-based service that aim at supporting self-regulated learning in virtual environments. The conceptual approach consists of four components: 1) a self-regulated learning model for supporting a learner-centred learning process, 2) a psychological model for facilitating competence-based personalization and knowledge assessment, 3) an open learner model approach for visual interaction and feedback, and 4) a learning analytics approach for capturing relevant learner information required by the other components. The Web-based service provides a technical implementation of the conceptual approach, as well as a linkage to existing virtual environments used for learning purposes. The approach and service have been evaluated in user studies in university courses on computer science to demonstrate the usefulness of the overall approach and to get an understanding of some limitations.

Download Full-text

Information Technologies for Learning Principles of Fault-Tolerant Systems

Automated Systems in the Aviation and Aerospace Industries - Advances in Mechatronics and Mechanical Engineering ◽

10.4018/978-1-5225-7709-6.ch012 ◽

2019 ◽

pp. 331-357

Author(s):

Juan Pablo Martínez Bastida ◽

Olena Havrylenko ◽

Andrey Chukhray

Keyword(s):

Information Technologies ◽

Fault Tolerant ◽

Learner Model ◽

Self Regulated Learning ◽

Cognitive Tutor ◽

Cognitive States ◽

Fidelity Assessment ◽

Model Tracing ◽

Fault Tolerant Systems ◽

Open Learner Model

In this chapter, the authors present a methodology for developing a model-tracing cognitive tutor. The methodology is based on Bayesian probabilistic networks for generating pedagogical interventions. The presented probabilistic model increases fidelity assessment due to its ability of independently diagnosing the degree of mastery for every knowledge component involved in students' actions; fidelity assessment in education is the ability to represent students' cognitive states as close as possible for analysis and evaluation. The cognitive tutor was developed to promote a self-regulated learning approach with an open learner model. The open learner model let students change the learning flow by changing the assigned tasks. The authors explain in detail the structural construction and employed algorithms for developing a model-tracing cognitive tutor in the domain of fault-tolerant systems. Preliminary results and future work are also discussed to assess effectiveness of the proposed approach and its implication in actual educational programs.

Download Full-text

Techniques to Motivate Learner Improvement in Game-Based Assessment

Information ◽

10.3390/info11040176 ◽

2020 ◽

Vol 11 (4) ◽

pp. 176

Author(s):

Angeliki Leonardou ◽

Maria Rigou ◽

John Garofalakis

Keyword(s):

Student Performance ◽

Integrated Approach ◽

Learner Motivation ◽

Self Reflection ◽

Learner Model ◽

Self Regulated Learning ◽

Constructive Feedback ◽

Open Learner Model ◽

Hall Of Fame ◽

Primary School Pupils

Learner motivation to self-improve is a crucial effectiveness factor in all modes and settings of learning. Game-based learning was long used for attracting and maintaining students’ interest especially in small ages, deploying means such as scoring, timing, scores of peers (i.e., hall of fame), etc. These techniques can provide recognition for high-scoring players, while also developing a sense of safe “distance” in the impersonal electronic environment for low-scoring players. In addition, constructive feedback on mistakes a player makes can contribute to avoiding similar mistakes in the future, thus achieving better performance in the game, while constructing valuable new knowledge when a knowledge gap is detected. This paper investigates an integrated approach to designing, implementing, and using an adaptive game for assessing and gradually improving multiplication skills. Student motivation is fostered by incorporating the Open Learner Model approach, which exposes part of the underlying user model to the students in a graphically simplified manner that is easily perceivable and offers a clear picture of student performance. In addition, the Open Learner Model is expanded with visualizations of social comparison information, where students can access the progress of anonymous peers and summative class scores for improving self-reflection and fostering self-regulated learning. This paper also presents the feedback received by the preliminary testing of the game and discusses the effect of assessing multiplication skills of primary school pupils using the adaptive game-based approach on increasing pupil motivation to self-improve.

Download Full-text

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000322 ◽

2018 ◽

Vol 34 (3) ◽

pp. 193-205 ◽

Cited By ~ 2

Author(s):

Julia Steinbach ◽

Heidrun Stoeger

Keyword(s):

Factor Analysis ◽

Primary School ◽

Factor Structure ◽

Concurrent Validity ◽

Binary Logistic Regression ◽

Affective Component ◽

Self Regulated Learning ◽

Regulated Learning ◽

Teachers Attitudes ◽

Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

Download Full-text