Adding Social Comparison to Open Learner Modeling

Leonardou, Angeliki; Rigou, Maria; Garofalakis, John

doi:10.1109/iisa.2019.8900763

Cited by 4 publications

(10 citation statements)

References 25 publications

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“…An OLM offers to students (and other stakeholders of the learning process) easily perceivable access to personal progress information [71]. Next, the MG was expanded by adding social characteristics to the OLM (social OLM or OSLM), in the sense that the learner model is open not only to the learner, but also to teachers and peers (version 3-v.3) [72]. Studies [73][74][75] consistently support the assumption that access to the models of peer learners results in students covering more topics in the system and reaching higher success rates in self-assessment problems.…”

Section: The Multiplication Gamementioning

confidence: 99%

“…More specifically, for progress visualization, bar charts and skill meters will be offered to learners, and they will also be allowed to decide which graph fits them best. In MG v.3 [72], a strong social parameter was highlighted. Remarkably, the social aspect is important in games [80].…”

Section: The Multiplication Gamementioning

confidence: 99%

“…More specifically, pupils gain points in the form of coins, displayed at the top of the game interface, by answering question-items correctly. To increase the challenge for the pupils of Preliminary tests were conducted on both v.2 [70] and v.3 [72] of the MG. A questionnaire was provided about the usability and usefulness of MG, as well as the OLM and OSLM available features, where particular questions with a focus on the motivational value of the OLM and OSLM visualizations are offered. The feedback received by both pupils and teachers was quite encouraging and supportive of the positive effect on increasing pupil motivation to self-improve when assessing multiplication skills using the adaptive game-based approach.…”

Section: The Multiplication Gamementioning

confidence: 99%

“…Pupils after playing the MG at home from three to six times were asked to fill in the questionnaire in Table 1. MG v.3 [72] was tested by 41 pupils (18 girls and 23 boys) of the third and fourth grades of a primary school. Pupils played the MG during two school teaching hours of the information and communication technology (ICT) course and then were asked by their teacher to answer the questionnaire in Figure 6 (a revised version of the questionnaire in Reference [70]) about the usability and usefulness of the MG and the available OLM and OLSM elements.…”

Section: The Multiplication Gamementioning

confidence: 99%

“…The practical value of MG v.3 was positively assessed by teachers, who were satisfied by the provided functionalities. Being questioned about the educational role of the game, teachers claimed that the MG can indeed support their traditional instructional procedure and help pupils master multiplication skills in a pleasant and motivating way [72].…”

Section: The Multiplication Gamementioning

confidence: 99%

See 4 more Smart Citations

Techniques to Motivate Learner Improvement in Game-Based Assessment

2020

Self Cite

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Learner motivation to self-improve is a crucial effectiveness factor in all modes and settings of learning. Game-based learning was long used for attracting and maintaining students’ interest especially in small ages, deploying means such as scoring, timing, scores of peers (i.e., hall of fame), etc. These techniques can provide recognition for high-scoring players, while also developing a sense of safe “distance” in the impersonal electronic environment for low-scoring players. In addition, constructive feedback on mistakes a player makes can contribute to avoiding similar mistakes in the future, thus achieving better performance in the game, while constructing valuable new knowledge when a knowledge gap is detected. This paper investigates an integrated approach to designing, implementing, and using an adaptive game for assessing and gradually improving multiplication skills. Student motivation is fostered by incorporating the Open Learner Model approach, which exposes part of the underlying user model to the students in a graphically simplified manner that is easily perceivable and offers a clear picture of student performance. In addition, the Open Learner Model is expanded with visualizations of social comparison information, where students can access the progress of anonymous peers and summative class scores for improving self-reflection and fostering self-regulated learning. This paper also presents the feedback received by the preliminary testing of the game and discusses the effect of assessing multiplication skills of primary school pupils using the adaptive game-based approach on increasing pupil motivation to self-improve.

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Section: The Multiplication Gamementioning

confidence: 99%

Section: The Multiplication Gamementioning

confidence: 99%

Section: The Multiplication Gamementioning

confidence: 99%

Section: The Multiplication Gamementioning

confidence: 99%

Section: The Multiplication Gamementioning

confidence: 99%

See 3 more Smart Citations

Techniques to Motivate Learner Improvement in Game-Based Assessment

2020

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Primary school teachers’ attitudes towards digital educational games: Preliminary findings from the Multiplication Game evaluation

Leonardou

Rigou

Garofalakis

2021

2021 12th International Conference on Information, Intelligence, Systems &Amp; Applications (IISA)

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Adaptive game-based learning in education: a systematic review

Chiotaki

Poulopoulos

Karpouzis

2023

Front. Comput. Sci.

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The advent and abundance of mobile devices and network connectivity have provided learners of all ages with access to potentially unlimited sources of educational material, from pre-school activities to conventional and after-school courses and continuing education. One of the challenges that learners face is how to locate and access interesting contents suited to their preferences and, more importantly, to the level of expertise and individual needs. From the point of view of content creators and educators, adapting the content and the experience to each learner usually leads to better user retention and a more meaningful and deeper learning experience. In this study, we utilized the PRISMA review methodology to examine research on content and experience adaptivity in educational contexts and report on the authors' findings. Consisting of well-defined steps (keyword-based retrieval, study scope definition, result filtering, and grouping and analysis), the systematic nature of this methodology ensures its objectivity and replicability at a future stage or replicated by other researchers.

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Adding Social Comparison to Open Learner Modeling

Cited by 4 publications

References 25 publications

Techniques to Motivate Learner Improvement in Game-Based Assessment

Techniques to Motivate Learner Improvement in Game-Based Assessment

Primary school teachers’ attitudes towards digital educational games: Preliminary findings from the Multiplication Game evaluation

Adaptive game-based learning in education: a systematic review

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