nach oben

Erschienen in:

2018 | OriginalPaper | Buchkapitel

Motivating Students to Enhance Their Knowledge Levels Through Personalized and Scrutable Visual Narratives

verfasst von : Bilal Yousuf, Athanasios Staikopoulos, Owen Conlan

Erschienen in: Lifelong Technology-Enhanced Learning

Verlag: Springer International Publishing

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

Continuous learning and development have been shown to be directly impacted by poor engagement. With the issue of poor engagement of learners with their course content when using Online Learning Environments (OLEs) still at large, this research aims to analyze the influence that visual narratives could have on encouraging students to study and improve their knowledge levels, and thereby support their continuous learning and development. Interactive and explorable visualizations have been commonly used in OLEs to support students’ continuous learning, development and engagement by highlighting their coverage of course content, presenting the tasks completed and their performance, displaying the students learning model and showing peer comparisons. However, personalized visual narratives that present student knowledge levels which can be scrutinized and challenged have not been used in OLEs to date. The research discussed in this paper shows how personalized and scrutable visual narratives encouraged students, enrolled into an adaptive OLE as part of their undergraduate degree program, to study their course content and subsequently improve their knowledge levels.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Vorheriges Kapitel SRLx: A Personalized Learner Interface for MOOCs

Nächstes Kapitel Supporting the Adaptive Generation of Learning Game Scenarios with a Model-Driven Engineering Framework

Kuh, G.D.: Assessing what really matters to student learning inside the national survey of student engagement. Change: Mag. High. Learn. 33(3), 10–17 (2001)CrossRef

Berin, J.: Use Of MOOCs And Online Education Is Exploding: Here’s Why. https://www.forbes.com/sites/joshbersin/2016/01/05/use-of-moocs-and-online-education-is-exploding-heres-why/#799ccaa67649. Accessed 02 Apr 2018

Jordan, K.: Initial trends in enrolment and completion of massive open online courses. Int. Rev. Res. Open Distrib. Learn. 15(1), 33–160 (2014)

Yousuf, B., Conlan O.: Supporting student engagement through explorable visual narratives. IEEE Trans. Learn. Technol. 1 (2017). https://doi.org/10.1109/TLT.2017.2722416CrossRef

Dixson, M.D.: Measuring Student engagement in the online course: the online student engagement scale (OSE). Online Learn. 19(4) (2015)

Arroyo, I., Ferguson, K., Johns, J., Dragon, T., Meheranian, H., Fisher, D., Barto, A., Mahadevan, S., Woolf, B.P.: Repairing disengagement with non-invasive interventions. In: Artificial Intelligence in Education: Building Technology Rich Learning Contexts that Work, AIED, vol. 2007, pp. 195–202 (2007)

Young, S., Duncan, H.E.: Online and face-to-face teaching: How do student ratings differ? J. Online Learn. Teach. 10(1), 70 (2014)

Card, S.K., Mackinlay, J.D., Shneiderman, B.: Readings in Information Visualization: Using Vision to Think. Morgan Kaufmann, Burlington (1999)

Govaerts, S., Verbert, K., Duval, E., Pardo, A.: The student activity meter for awareness and self-reflection. In: Proceedings of the 2012 ACM Annual Conference Extended Abstracts on Human Factors in Computing Systems, pp. 869–884. ACM (2012)

10.

Kump, B., Seifert, C., Beham, G., Lindstaedt, S.N., Ley, T.: Seeing what the system thinks you know: visualizing evidence in an open learner model. In: Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, pp. 153–157 (2012)

11.

Loboda, T.D., Guerra, J., Hosseini, R., Brusilovsky, P.: Mastery grids: an open source social educational progress visualization. In: Rensing, C., de Freitas, S., Ley, T., Muñoz-Merino, Pedro J. (eds.) EC-TEL 2014. LNCS, vol. 8719, pp. 235–248. Springer, Cham (2014). https://doi.org/10.1007/978-3-319-11200-8_18CrossRef

12.

Lonn, S., Aguilar, S.J., Teasley, S.D.: Investigating student motivation in the context of a learning analytics intervention during a summer bridge program. Comput. Hum. Behav. 47, 90–97 (2015)CrossRef

13.

Lee, B., Kazi, R.H., Smith, G.: SketchStory: telling more engaging stories with data through freeform sketching. IEEE Trans. Vis. Comput. Graph, 19(12), 2416–2425 (2013)CrossRef

14.

Tableau (2018). http://www.tableau.com

15.

Satyanarayan, A., Heer, J.: Authoring narrative visualizations with ellipsis. Comput. Graph. Forum 33(3), 361–370 (2014)CrossRef

16.

New York times. http://nyti.ms/sFYztk. Accessed 08 June 2017

17.

The Financial Times. http://www.ft.com/cms/s/0/663b649e-b7e6-11de-8ca9-00144feab49a.html. Accessed 19 Feb 2016

18.

Yousuf, B., Conlan, O.: VisEN: motivating learner engagement through explorable visual narratives. In: Conole, G., Klobučar, T., Rensing, C., Konert, J., Lavoué, É. (eds.) EC-TEL 2015. LNCS, vol. 9307, pp. 367–380. Springer, Cham (2015). https://doi.org/10.1007/978-3-319-24258-3_27CrossRef

19.

Staikopoulos, A., O’Keeffe, I., Rafter, R., Walsh, E., Yousuf, B., Conlan, O., Wade, V.: AMASE: a framework for composing adaptive and personalised learning activities on the web. In: Popescu, E., Li, Q., Klamma, R., Leung, H., Specht, M. (eds.) ICWL 2012. LNCS, vol. 7558, pp. 190–199. Springer, Heidelberg (2012). https://doi.org/10.1007/978-3-642-33642-3_20CrossRef

20.

Arnold, K.E., Pistilli, M.D.: Course signals at Purdue. In: Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, pp. 267–270. ACM (2012)

21.

Charleer, S., Odriozola, S., Luis, J., Klerkx J., Duval, E.: LARAe: Learning analytics reflection & awareness environment. In: CEUR Workshop Proceedings, vol. 1238, pp. 85–87. CEUR-WS (2014)

22.

Grann, J., Bushway, D.: Competency map: visualizing student learning to promote student success. In: Proceedings of the Fourth International Conference on Learning Analytics and Knowledge, pp. 168–172. ACM (2014)

23.

Santos, J.L., Govaerts, S., Verbert, K., Duval, E.: Goal-oriented visualizations of activity tracking. In: Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, pp. 143–152. ACM (2012)

24.

Santos, J.L., Verbert, K., Govaerts, S., Duval, E.: Addressing learner issues with StepUp! In: Proceedings of the Third International Conference on Learning Analytics and Knowledge, pp. 14–22. ACM (2013)

25.

Ruipérez-Valiente, José A., Muñoz-Merino, P.J., Kloos, C.D.: A demonstration of ALAS-KA: a learning analytics tool for the khan academy platform. In: Rensing, C., de Freitas, S., Ley, T., Muñoz-Merino, P.J. (eds.) EC-TEL 2014. LNCS, vol. 8719, pp. 518–521. Springer, Cham (2014). https://doi.org/10.1007/978-3-319-11200-8_55CrossRef

26.

Hsiao, I.-H., Bakalov, F., Brusilovsky, P., König-Ries, B.: Progressor: social navigation support through open social student modeling. New Rev. Hypermedia Multimed. 19(2), 112–131 (2013)CrossRef

27.

Upton, K., Kay, J.: Narcissus: group and individual models to support small group work. In: Houben, G.-J., McCalla, G., Pianesi, F., Zancanaro, M. (eds.) UMAP 2009. LNCS, vol. 5535, pp. 54–65. Springer, Heidelberg (2009). https://doi.org/10.1007/978-3-642-02247-0_8CrossRef

28.

Bull, S., Gardner, P., Ahmad, N., Ting, J., Clarke, B.: Use and trust of simple independent open learner models to support learning within and across courses. In: Houben, G.-J., McCalla, G., Pianesi, F., Zancanaro, M. (eds.) UMAP 2009. LNCS, vol. 5535, pp. 42–53. Springer, Heidelberg (2009). https://doi.org/10.1007/978-3-642-02247-0_7CrossRef

29.

Bull, S., Johnson, M.D., Masci, D., Biel, C.: Integrating and visualising diagnostic information for the benefit of learning. In: Reimann, P., Bull, S., Kickmeier-Rust, M., Vatrapu, R., Wasson, B. (eds.) Measuring and Visualizing Learning in the Information-Rich Classroom, p. 167. Routledge, Abingdon (2015)

30.

Bull, S., Dong, X., Britland, M., Guo, Yu.: Can students edit their learner model appropriately? In: Woolf, Beverley P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds.) ITS 2008. LNCS, vol. 5091, pp. 674–676. Springer, Heidelberg (2008). https://doi.org/10.1007/978-3-540-69132-7_74CrossRef

31.

Czarkowski, M., Kay, J., Potts, S.: Web framework for scrutable adaptation. In: Kay, J., Lum, A., Zapata-Rivera, D. (eds.) Proceedings of Learner Modelling for Reflection to Support Learner Control, Metacognition and Improved Communication, AIED workshop, vol. 11, pp. 11–18 (2005)

32.

Ginon, B., Boscolo, C., Johnson, M.D., Bull, S.: Persuading an open learner model in the context of a university course: an exploratory study. In: Micarelli, A., Stamper, J., Panourgia, K. (eds.) ITS 2016. LNCS, vol. 9684, pp. 307–313. Springer, Cham (2016). https://doi.org/10.1007/978-3-319-39583-8_34CrossRef

33.

Mabbott, A., Bull, S.: Student preferences for editing, persuading, and negotiating the open learner model. In: Ikeda, M., Ashley, K.D., Chan, T.-W. (eds.) ITS 2006. LNCS, vol. 4053, pp. 481–490. Springer, Heidelberg (2006). https://doi.org/10.1007/11774303_48CrossRef

34.

Tchetagni, J., Nkambou, R., Bourdeau, J.: Explicit reflection in prolog tutor. Int. J. Artif. Intell. Educ. 17(2), 169–215 (2007)

35.

Thomson, D., Mitrovic, A.: Preliminary evaluation of a negotiable student model in a constraint-based ITS. Res. Pract. Technol. Enhanced Learn. 5(1), 19–33 (2010)CrossRef

36.

Bull, S.: Negotiated learner modelling to maintain today’s learner models. Res. Pract. Technol. Enhanced Learn. 11(1), 10 (2016)CrossRef

37.

May, M., George, S., Prévôt, P.: TrAVis to enhance students’ self-monitoring in online learning supported by computer-mediated communication tools. Comput. Inf. Syst. Industr. Manag. Appl. 3, 623–634 (2011)

38.

Sedrakyan, G., Leony, D., Muñoz-Merino, P.J., Kloos, C.D., Verbert, K.: Evaluating student-facing learning dashboards of affective states. In: Lavoué, É., Drachsler, H., Verbert, K., Broisin, J., Pérez-Sanagustín, M. (eds.) EC-TEL 2017. LNCS, vol. 10474, pp. 224–237. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-66610-5_17CrossRef

39.

Kuosa, K., Distante, D., Tervakari, A., Cerulo, L., Fernández, A., Koro, J., Kailanto, M.: Interactive visualization tools to improve learning and teaching in online learning environments. Int. J. Dist. Educ. Technol. 14(1), 1–21 (2016)CrossRef

Titel: Motivating Students to Enhance Their Knowledge Levels Through Personalized and Scrutable Visual Narratives
verfasst von: Bilal Yousuf
Athanasios Staikopoulos
Owen Conlan
Verlag: Springer International Publishing
Buch: Lifelong Technology-Enhanced Learning
Print ISBN: 978-3-319-98571-8

Electronic ISBN: 978-3-319-98572-5

Copyright-Jahr: 2018
DOI: https://doi.org/10.1007/978-3-319-98572-5_11

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Springer Professional "Wirtschaft"

Premium Partner