ABSTRACT
Marking on a textbook when studying is a natural and subjective learning activity conducted by a learner. Such activity can be positively utilized in the learning process. If we could extract marked phrases or sentences, it will be possible to develop personalized quizzes to support active learning. In this study, we presented a learning support model to use quizzes generated from markings on a digital teaching document. In this paper, the framework of the environment is explained. We conducted three experimental studies to explore the effects of the quizzes in the learning process. We examined the changes of marking after these quizzes, as well as the test scores corresponding to the markings. We conclude that the proposed model can be useful in improving e-learning.
- Jackson, H. J. 2002. Marginalia. Yale University Press.Google Scholar
- Anderson, T. H. 1978. Another Look at the Self-Questioning Study Technique. Reading Education Report no. 6, University of Illinois at Urbana-Champaign: Center for the Study of Reading.Google Scholar
- Iwane, N., Gao, C., and Yoshida, M. 2013. Question Generation for Learner Centered Learning. In Proceedings of the IEEE 13th International Conference on Advanced Learning Technologies, 330--332. Google ScholarDigital Library
- Iwane, N., Gao, C., and Yoshida, M. 2013. A Method for knowledge Acquisition from Handwritten Marks on Digital Text. In Proceedings of 2nd International Workshop on Smart Technologies for Energy, Information and Communication, 89--95.Google Scholar
- Iwane, N. and Gao, C. 2014. A Study of Using Handwritten Annotations on Digital Textbooks. In Proceedings of 3rd International Conference on Advanced Applied Informatics, 287--290.Google Scholar
- Marshall, C., Price, M., Golovchinsky, G, and Schilit, B. 2001. Designing e-Books for Legal Research, In Proceedings of the 1st ACM/IEE-CS Joint Conference on Digital Libraries, 41--48. Google ScholarDigital Library
- Mostow, J. and Jang, H. 2012. Generating Diagnostic Multiple Choice Comprehension Cloze Questions, In Proceedings of of Workshop on Innovative Use of NLP for Building Educational Applications, 136--146. Google ScholarDigital Library
- Dunlosky1, J., Rawson1, K.A., Marsh, E.J., Nathan, M.J., and Willingham, D.T. 2013. Improving Students' Learning with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1) 4--58Google ScholarCross Ref
- Yue, C.L., Storm, B.C, Kornell, N., and Bjork, E.L. 2014. Highlighting and Its Relation to Distributed Study and Students' Metacognitive Beliefs. Educational Psycholo.gy Review, 27(1), 69--78Google Scholar
- Bell, K. E., and Limber, J. E. 2010. Reading skill, textbook marking, and course performance. Literacy Research and Instruction, 49, 56--67.Google ScholarCross Ref
- Shin, D., An, H., & Kim, J. (in-press). How the second screens change the way people interact and learn: The effects of second screen use on information processing. Interactive Learning Environment. In-press.Google Scholar
- Shin, D., Biocca, F., & Choo, H. 2013. Exploring the user experience of three dimensional virtual learning environments. Behaviour & Information Technology, 32 (2), 203--214. Google ScholarDigital Library
- Shin, D., Shin, Y., Choo, H., & Beom, K. 2011. Smartphones as smart pedagogical tools: Implications for smartphones as u-learning devices. Computers in Human Behavior, 27(6), 2207--2214. Google ScholarDigital Library
- Junco, R. and Clem, C. 2015. Predicting course outcomes with digital textbook usage data. Internet and Higher Education 27, 54--63Google ScholarCross Ref
Index Terms
- Effects of quizzes in marking supported e-learning
Recommendations
Design of Open Content Social Learning based on the Activities of Learner and Similar Learners
Teaching and learning are increasingly taking advantage of the rapid growth in Internet resources, open content, mobile technologies and social media platforms. However, due to the generally unstructured nature and overwhelming quantity of learning ...
Effects of In-Video Quizzes on MOOC Lecture Viewing
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScaleOnline courses on sites such as Coursera use quizzes embedded inside lecture videos (in-video quizzes) to help learners test their understanding of the video. This paper analyzes how users interact with in-video quizzes, and how in-video quizzes ...
A Polling-at-Home Approach to Improving Students' Learning Performance
Plenty-of-Time Teaching PoTT is a teaching strategy adopted by teachers to better understand students' learning status through pre-class activities in order to facilitate adjustments to teaching methods. Extending the concept of PoTT, the goal of this ...
Comments