The increased volumes of online learning content produced two problems: how to help students to find the most appropriate resources and how to engage them in using these resources. Personalized and social learning have been suggested as potential ways to address these problems. Our work presented in this paper combines the ideas of personalized and social learning in the context of educational hypermedia. We introduce Progressor, an innovative Web-based tool based on the concepts of social navigation and open student modeling that helps students to find the most relevant resources in a large collection of parameterized self-assessment questions on Java programming. We have evaluated Progressor in a semester-long classroom study, the results of which are presented in this paper. The study confirmed the impact of personalized social navigation support provided by the system in the target context. The interface encouraged students to explore more topics attempting more questions and achieving higher success rates in answering them. A deeper analysis of the social navigation support mechanism revealed that the top students successfully led the way to discovering most relevant resources by creating clear pathways for weaker students.
Personalization nowadays is a commodity in a broad spectrum of computer systems. Examples range from online shops recommending products identified based on the user's previous purchases to web search engines sorting search hits based on the user's browsing history. The aim of such adaptive behavior is to help users to find relevant content easier and faster. However, there are a number of negative aspects of this behavior. Adaptive systems have been criticized for violating the usability principles of direct manipulation systems, namely controllability, predictability, transparency, and unobtrusiveness. In this paper, we propose an approach to controlling adaptive behavior in recommender systems. It allows users to get an overview of personalization effects, view the user profile that is used for personalization, and adjust the profile and personalization effects to their needs and preferences. We present this approach using an example of a personalized portal for biochemical literature, whose users are biochemists, biologists and genomicists. Also, we report on a user study evaluating the impact of controllable personalization on the usefulness, usability, user satisfaction, transparency, and trustworthiness of personalized systems.
Abstract. This paper explores a social extension of open student modeling that we call open social student modeling. We present a specific implementation of this approach that uses parallel IntrospectiveViews to visualize models representing student progress with QuizJET parameterized self-assessment questions for Java programming. The interface allows visualizing not only the student's own model, but also displaying parallel views on the models of their peers and the cumulative model of the entire class or group. The system was evaluated in a semester-long classroom study. While the use of the system was non-mandatory, the parallel IntrospectiveViews interface caused an increase in all of the usage parameters in comparison to a regular portal-based access, which allowed the student to achieve a higher success rate in answering the questions. The collected data offer some evidence that a combination of traditional personalized guidance with social guidance was more effective than personalized guidance alone.
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