A major goal of this study is to provide a practical Web application for English word-reordering problems that records and reproduces learners' mouse trajectories. The authors believe that trajectories include useful clues to the nature of learners' processes for solving problems, including any hesitation they may experience in completing a task. In this paper, we will introduce the Web application we have developed so far and discuss ways in which to analyse the recorded mouse trajectories, such as the numbers of U-turns and drag and drops, in relation to the scores and newly incorporated 'degree of confidence' parameter. Empirical findings and statistical, correlation analysis from two experiments will support the conclusion that the mouse trajectories help to reflect learners' understanding more accurately than when their understanding is measured merely by their scores (that is, measured merely by their percentage of correct answers). It is our hope that the system will be applied as a tool for on-site teachers to develop their teaching strategies.
Abstract:We have been developing a Web application that will help both teachers and learners notice the crucial aspects of solving word-reordering problems. Evaluation systems most computers employ deal with only results of the answers reached by learners without looking into the process by which the answers are produced. It will be insufficient to ascertain learners' understanding level because correct answers may well include lucky hunches, namely accidentally correct but not confident answers. In order to differentiate these lucky answers from confident and correct ones, we have developed a Web application that can record mouse trajectories during the performance of tasks. By analyzing the recorded trajectories, our Web application will be able to identify the accidentally correct answers and notify learners of the fact that they do not fully understand the important factors tested by the problems. After a brief description of this Web application, we illustrate the way to classify confident and not confident answers as a whole in terms of mouse trajectories, and then we discuss how to apply the classification method to individual learners.
With the accelerated implementation of e-learning systems in educational institutions, it has become possible to record learners’ study logs in recent years. It must be admitted that little research has been conducted upon the analysis of the study logs that are obtained. In addition, there is no software that traces the mouse movements of learners during their learning processes, which the authors believe would enable teachers to better understand their students’ behaviors. The objective of this study is to develop a Web application that records students’ study logs, including their mouse trajectories, and to devise an IR tool that can summarize such diversified data. The results of an experiment are also scrutinized to provide an analysis of the relationship between learners’ activities and their study logs.
A test should be reliable and valid enough fbr a test-taker to predict, assess, andlor judge hislher own test perfbrmance immediately afier taking it. Based on this point of view, the present study investigated TOEIC@'s validity from the perspective ofdata on test-takers' post-test-taking psychological attitudes. The investigation involved the
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