scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

Perceptions in Computer-Supported Collaborative Learning

2011 ◽  
pp. 182-199
Author(s):  
Yingqin Zhong ◽  
John Lim
Keyword(s):  
Collaborative Learning ◽  
Cultural Diversity ◽  
Negative Relationship ◽  
Learning Technology ◽  
Computer Supported Collaborative Learning ◽  
Research Attention ◽  
Homogeneous Groups ◽  
E Learning ◽  
And Performance

Computer-supported collaborative learning (CSCL) has received increasing research attention owing to advances in e-learning technology and paradigmatic shifts in the educational arena. Owing to the growing diversity in student population in terms of nationality, the role of cultural diversity becomes greatly pronounced, and must be addressed. In this study, a laboratory experiment with a 2×2×2 factorial design was conducted, to investigate the interaction effects of perceived cultural diversity, group size, and leadership, on learners’ performance and satisfaction with process. Contrary to an expected negative relationship between perceived cultural diversity and performance, a positive relationship emerged as a result of leadership. Leadership lowered learners’ satisfaction with the process in perceived homogeneous groups (as compared to perceived heterogeneous groups) and smaller groups (as compared to larger groups).

An Exploration of Students’ Participation, Learning Process, and Learning Outcomes in Web 2.0 Computer Supported Collaborative Learning

2011 ◽  
Vol 1 (2) ◽  
pp. 60-72 ◽  
Author(s):  
Chun-Yi Shen ◽  
Chen-Hsien Wu
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Social Interactions ◽  
Learning Outcomes ◽  
Learning Process ◽  
Collaborative Writing ◽  
Computer Supported Collaborative Learning ◽  
Positive Effects ◽  
Learner Centeredness ◽  
Web 2.0 Technology

Many researchers indicate that collaborative learning is an effective strategy to improve students’ learning. Collaborative learning is no longer confined to face-to-face classrooms with the advancement of technology. The concept of computer supported collaborative learning (CSCL) matches web 2.0 which emphasize learner centeredness, social interactions, and mutual sharing. The concept of CSCL matches E-Learning 2.0 which focus on learner centeredness, social interactions, and mutual sharing. This study investigates the effects of computer supported collaborative learning with web 2.0 technology on students’ participation, learning process, and learning outcomes. During a 14-week collaborative writing course, thirty participants were asked to use Google Docs to finish their assignments collaboratively. Results showed that computer supported collaborative learning with web 2.0 technology have positive effects on students’ participation, learning process, and learning outcomes. Implications and suggestions are also provided in this study.

scholarly journals An Approach to Hyperparameter Optimization for the Objective Function in Machine Learning

Electronics ◽  
2019 ◽  
Vol 8 (11) ◽  
pp. 1267 ◽  
Author(s):  
Yonghoon Kim ◽  
and Mokdong Chung
Keyword(s):  
Machine Learning ◽  
Learning Process ◽  
Learning Rate ◽  
Bayesian Optimization ◽  
Learning Performance ◽  
Batch Size ◽  
Critical Problem ◽  
Hyperparameter Optimization ◽  
Training Performance ◽  
And Performance

In machine learning, performance is of great value. However, each learning process requires much time and effort in setting each parameter. The critical problem in machine learning is determining the hyperparameters, such as the learning rate, mini-batch size, and regularization coefficient. In particular, we focus on the learning rate, which is directly related to learning efficiency and performance. Bayesian optimization using a Gaussian Process is common for this purpose. In this paper, based on Bayesian optimization, we attempt to optimize the hyperparameters automatically by utilizing a Gamma distribution, instead of a Gaussian distribution, to improve the training performance of predicting image discrimination. As a result, our proposed method proves to be more reasonable and efficient in the estimation of learning rate when training the data, and can be useful in machine learning.

scholarly journals Intelligent Edutab Box: Supporting Real-Time Face-to-Face Collaborative Learning

2021 ◽  
Vol 25 (2) ◽  
pp. 258-269
Author(s):  
Yuto Omae ◽  
Kazutaka Mizukoshi ◽  
Tatsuro Furuya ◽  
Takayuki Oshima ◽  
Norihisa Sakakibara ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Information And Communications Technology ◽  
Learning System ◽  
Computer Supported Collaborative Learning ◽  
Learning Groups ◽  
Educational Benefits ◽  
Face To Face ◽  
E Learning ◽  
Learning Analysis

Educational benefits of collaborative learning have been demonstrated in several studies and various systems have been developed to date. Numerous efforts have been made to enhance these benefits by supporting collaborative learning with information and communications technology. These efforts have primarily involved support for constructing collaborative learning groups, for collaborative learning in e-learning environments, and for collaborative learning analysis. This study aims to develop a computer-supported collaborative learning system that supports instructors in real time to facilitate collaborative learning in a face-to-face environment with multiple learners at the same time to provide enhanced support. Both the learner and instructor have one tablet terminal and conduct collaborative learning in a single classroom. Herein, the learner can use the tablet to save an educational log and freely browse the educational log of another learner. By referencing the educational logs, learners can learn through face-to-face communication. Additionally, the instructor can determine (1) who is viewing whose educational log and to what extent and (2) which learner is struggling to achieve targets. Herein, an overview of the proposed system is provided and the results obtained using the proposed system are reported to evaluate its effectiveness.

The Relationship Between Assessment and Evaluation in CSCL

2009 ◽  
pp. 698-703
Author(s):  
Serena Alvino ◽  
Donatella Persico
Keyword(s):  
Collaborative Learning ◽  
Group Dynamics ◽  
Learning Process ◽  
Field Evaluation ◽  
Common Denominator ◽  
Primary Role ◽  
Time Data ◽  
Computer Supported Collaborative Learning ◽  
Complex Activity ◽  
Monitoring Process

In the educational field, evaluation is a very complex activity due to the intrinsically multidimensional nature of the processes to be evaluated. Several variables must be taken into consideration, and they interact and influence one another: the object and the goal of the evaluation determines the criteria, the methods, and the data to be used for the evaluation. In this chapter, we will focus on evaluation in computer-supported collaborative learning (CSCL). In this field, a primary role is played by the monitoring process, which allows us to gather important information about the learning process while it takes place. Indeed, monitoring serves three purposes: it provides real-time data about group dynamics so that they can be used by tutors to facilitate learning and stimulate collaboration among trainees; it provides designers and evaluators with data about learning system usage that are needed to evaluate its effectiveness; finally, it supplies information about the learning process and its outcomes, thereby informing assessment. Hence, monitoring can be seen as a sort of common denominator between the methods used to foster collaborative learning and those that allow the gathering of data for the two types of evaluation.

Structuring CSCL through Collaborative Techniques and Scripts

2013 ◽  
pp. 113-122
Author(s):  
F. Pozzi ◽  
L. Hofmann ◽  
D. Persico ◽  
K. Stegmann ◽  
F. Fischer
Keyword(s):  
Collaborative Learning ◽  
Research Field ◽  
Online Course ◽  
Computer Supported Collaborative Learning ◽  
Collaboration Scripts ◽  
Collaborative Process

This paper is rooted in the research field of Computer Supported Collaborative Learning (CSCL), where the debate is lively around whether and to what extent structuring the interactions among students enhances the effectiveness of the collaborative process. The paper discusses two different design approaches to structuring collaboration: the former approach, adopted in the context of an Italian online course, is based on the use of a set of collaborative techniques, while in the latter, proposed in a German context, collaboration scripts are used to guide students step-by-step. The study describes and then compares the strengths and weaknesses of the two approaches. What can be learned from the two experiences? Is there any possibility – and with what advantages – of integrating the two approaches, so as to gain from both?

Computer-Supported Collaborative Learning: Cognitive Effects of a Peer Mediation Intervention

2007 ◽  
Vol 6 (3) ◽  
pp. 373-394 ◽  
Author(s):  
Adina Shamir ◽  
David Tzuriel ◽  
Ronit Guy
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Peer Mediation ◽  
First Grade ◽  
Computer Supported Collaborative Learning ◽  
Performance Variables ◽  
Before And After ◽  
Cognitive Modifiability ◽  
And Performance ◽  
And Control

The Peer Mediation with Young Children (PMYC) was investigated in computerized versus noncomputerized environments using process (e.g., mediation strategies) and performance variables (e.g., cognitive modifiability) as outcome measures. The sample consisted of 108 pupils drawn from fourth- (tutors) and first-grade (tutored) classes randomly assigned to experimental (n = 27) and control (n = 27) dyads. Dyads in each group were randomly assigned to either computerized or noncomputerized learning environments. Experimental tutors received training in the PMYC program whereas control tutors received general preparation for peer tutoring. Following the PMYC program, each dyad was assigned to a collaborative learning situation in which the older child taught his/her partner a problem solving task. All children were tested on a set of cognitive measures before and after the PMYC program. The findings showed that the experimental tutors used significantly higher levels of mediation strategies and achieved higher cognitive modifiability than did the control children in both learning environments. Children tutored in the computerized environment achieved higher cognitive modifiability than children tutored in the noncomputerized environment. The findings are discussed in light of Vygotsky and Feuerstein’s theories and recent research on peer-assisted learning.

Types and Timing of Scaffolding to Promote Meaningful Peer Interaction and Increase Learning Performance in Computer-Supported Collaborative Learning Environments

2019 ◽  
Vol 58 (3) ◽  
pp. 640-661
Author(s):  
Yoonhee Shin ◽  
Dongsik Kim ◽  
Donggil Song
Keyword(s):  
Collaborative Learning ◽  
Undergraduate Students ◽  
Peer Interaction ◽  
Peer Interactions ◽  
Learning Performance ◽  
Computer Supported Collaborative Learning ◽  
Meaning Negotiation ◽  
Collaborative Discussion ◽  
Collaborative Learning Environment ◽  
Scaffolding Strategies

This study was designed to examine the effects of negotiation scaffolding for solving complex problems, focusing on peer interaction and learning performance in a computer-supported collaborative learning environment. For this research, 38 undergraduate students performed complex tasks using a collaborative discussion tool that implemented scaffolding strategies including the fading of meaning-negotiation scaffolding (MS) and the provision of position-negotiation scaffolding (PS). The participants were assigned to one of the following conditions: (a) MS is not faded and PS is not provided (Group N), (b) MS is faded and PS is not provided (Group F), (c) MS is not faded and PS is provided (Group P), and (d) MS is faded and PS is provided (Group FP). All groups worked in pairs to complete a comprehension task and a lesson-planning task. The results revealed that Group FP outperformed the others, showing the highest learning performance and a significant increase in meaningful peer interactions, such as divergent and reflective types of discussion.

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