GVIS: A Facility for Adaptively Mashing Up and Representing Open Learner Models

Mazzola, Luca; Mazza, Riccardo

doi:10.1007/978-3-642-16020-2_53

Cited by 17 publications

(6 citation statements)

References 6 publications

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“…The visualization tool was developed using GVIS framework [23]. KnowVis was accessible to students through the course portal, KnowledgeTree [13], which also provided access to a range of interactive learning resources delivered by activity servers QuizGuide [20], WebEx [24] and NavEx [25].…”

Section: Methodsmentioning

confidence: 99%

The Impact of Social Performance Visualization on Students

Falakmasir

Hsiao

Mazzola

et al. 2012

2012 IEEE 12th International Conference on Advanced Learning Technologies

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Abstract-Over the last 10 years two major research directions explored the benefits of visualizing student learning progress. One stream of research on learning performance visualization attempts to build a visual presentation of students' learning progress, targeting the needs of instructors and academic advisors. The other stream of research on Open Student Modeling (OSM) attempts to visualize the state of individual student's knowledge and present the visualization directly to the student. The results of the studies in that area show that, presenting students with basic representation of their knowledge will result in facilitating their metacognitive activities and promoting self-reflection and awareness. This paper tries to study the impact of a more sophisticated form of performance visualization on students. We believe that our visualization tool can positively influence students by granting them the opportunity to get a view of their performance in the content of the class progress. Moreover, we tried to boost their motivation by building a positive sense of competition using a representation of average class performance. In this paper we present study comparing two groups of students, one using the visualization and another without visualization. The results of the study shows that: 1) the students are likely to use the social visualization tool during the whole semester to monitor their progress in comparison with their peers; 2) the visualization tool encourages students to use the learning materials in a more continuous manner during the whole semester and 3) students will achieve a higher success rate in answering selfassessment quizzes.

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Section: Methodsmentioning

confidence: 99%

The Impact of Social Performance Visualization on Students

Falakmasir

Hsiao

Mazzola

et al. 2012

2012 IEEE 12th International Conference on Advanced Learning Technologies

Self Cite

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“…Corbett & Bhatnagar, 1997;Long & Aleven, 2013;Mitrovic & Martin, 2007;Weber & Brusilovsky, 2001), bar charts or histograms (e.g. Mazzola & Mazza, 2010;Shi & Cristea, 2016), and concept maps (e.g. Duan et al, 2010;Pérez-Marín et al, 2007).…”

Section: The Study Organization: Comparing Design Options For Amentioning

confidence: 99%

Navigation support in complex open learner models: assessing visual design alternatives

Guerra

Schunn

Bull³

et al. 2018

New Review of Hypermedia and Multimedia

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Open Learner Models are used in modern e-learning to show system users the content of their learner models. This approach is known to prompt reflection, facilitate planning and navigation. Open Learner Models may show di↵erent levels of detail of the underlying learner model, and may structure the information di↵erently. However, a trade-o↵ exists between useful information and the complexity of the information. This paper investigates whether o↵ering richer information is assessed positively by learners and results in more e↵ective support for learning tasks. An interview pre-study revealed which information within the complex learner model is of interest. A controlled user study examined six alternative visualization prototypes of varying complexity and resulted in the implementation of one of the designs. A second controlled study involved students interacting with variations of the visualization while searching for suitable learning material, and revealed the value of the design alternative and its variations. The work contributes to developing complex open learner models by stressing the need to balance complexity and support. It also suggests that the expressiveness of open learner models can be improved with visual elements that strategically summarize the complex information being displayed in detail.

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“…While many OLMs allow the user to access the model using a single visualisation, some systems display the learner model data using more than one visualisation (e.g. Bull et al 2010; Conejo et al 2012; Duan et al 2010; Johnson et al 2013b; Mabbott and Bull 2004; Mazzola and Mazza 2010). This can be helpful given that users may have different preferences for how to access their learner model (Mabbott and Bull 2004; Sek et al 2014).…”

Section: Learner Model Visualisationmentioning

confidence: 99%

“…Furthermore, people now use multiple applications and devices and obtain information in new ways. Recent advances in learner modelling approaches aim to encompass these, for example:The development of learning environments that are designed to hold diverse data from different sources in the learner model (Bull et al 2012; Mazzola and Mazza 2010; Morales et al 2009)A generic approach to integrate and edit learner models that are drawn from different learning resources (Cruces et al 2010)Learner modelling across multiple applications where data must be transferred between them, combining e-portfolios and viewable learner models (Raybourn and Regan 2011)The introduction of a framework for exchanging learner profiles between sources, which includes the evidence for the data, enabling a different system to be able to appropriately interpret the meaning of the data (Dolog and Schaefer 2005)OLMs as a useful approach to help learners monitor their progress and plan their learning in MOOCs (Kay et al 2013);OLMs to support self-regulation in blended learning using a learning management system (Tongchai 2016)…”

Section: Introductionmentioning

confidence: 99%

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Negotiated learner modelling to maintain today’s learner models

Bull

2016

RPTEL

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Today's technology-enabled learning environments are becoming quite different from those of a few years ago, with the increased processing power as well as a wider range of educational tools. This situation produces more data, which can be fed back into the learning process. Open learner models have already been investigated as tools to promote metacognitive activities, in addition to their potential for maintaining the accuracy of learner models by allowing users to interact directly with them, providing further data for the learner model. This paper suggests the use of negotiated open learner models as a means to both maintain the accuracy of learner models comprising multiple sources of data and prompt learner reflection during this model discussion process.

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GVIS: A Facility for Adaptively Mashing Up and Representing Open Learner Models

Cited by 17 publications

References 6 publications

The Impact of Social Performance Visualization on Students

The Impact of Social Performance Visualization on Students

Navigation support in complex open learner models: assessing visual design alternatives

Negotiated learner modelling to maintain today’s learner models

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