Multimodal Learning Analytics is a field that studies how to process learning data from dissimilar sources in order to automatically find useful information to give feedback to the learning process. This work processes video, audio and pen strokes information included in the Math Data Corpus, a set of multimodal resources provided to the participants of the Second International Workshop on Multimodal Learning Analytics. The result of this processing is a set of simple features that could discriminate between experts and non-experts in groups of students solving mathematical problems. The main finding is that several of those simple features, namely the percentage of time that the students use the calculator, the speed at which the student writes or draws and the percentage of time that the student mentions numbers or mathematical terms, are good discriminators between experts and non-experts students. Precision levels of 63% are obtained for individual problems and up to 80% when full sessions (aggregation of 16 problems) are analyzed. While the results are specific for the recorded settings, the methodology used to obtain and analyze the features could be used to create discriminations models for other contexts.
This paper proposes a simple estimation of the quality of student oral presentations. It is based on the study and analysis of features extracted from the audio and digital slides of 448 presentations. The main goal of this work is to automatically predict the values assigned by professors to different criteria in a presentation evaluation rubric. Machine Learning methods were used to create several models that classify students in two clusters: high and low performers. The models created from slide features were accurate up to 65%. The most relevant features for the slide-base models were: number of words, images, and tables, and the maximum font size. The audio-based models reached up to 69% of accuracy, with pitch and filled pauses related features being the most significant. The relatively high degrees of accuracy obtained with these very simple features encourage the development of automatic estimation tools for improving presentation skills.
This study proposes an Intelligent Tutor System for assessing slide presentations from novice undergraduate students. To develop such system, two learner models (rule based model and clustering model) were built using 80 presentations graded by three human experts. An experiment to determine the best learner model and students' perception was carried out using 51 presentations uploaded by students. The findings show that the clustering model classified in a similar way as a human evaluator only when a holistic evaluation criterion was used. Whereas, the rule-base model was more precise when the evaluation rules were easier to be followed by a human evaluator. Furthermore, students agreed with the usefulness of the system as well as the level of agreement with the grading model, although the latter in a lesser extent. Results from this study encourage to explore this area and adapt the proposed Intelligent Tutor System to other existing automated grading systems.
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