Reducing the Gap Between the Conceptual Models of Students and Experts Using Graph-Based Adaptive Instructional Systems

Giabbanelli, Philippe J.; Tawfik, Andrew A.

doi:10.1007/978-3-030-60128-7_40

Cited by 10 publications

(4 citation statements)

References 52 publications

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“…Therefore, they derive linguistic properties at four different levels: descriptive, lexical, syntax and cohesion and automatically predict the students' vocabulary score using several ML algorithms. In addition, there are also approaches that attempt to externalise students' implicit knowledge by using concept maps (Giabbanelli & Tawfik, 2020; Kim et al, 2019; Kim & McCarthy, 2021; Wu et al, 2012). Wu et al (2012) compare concept maps of students with those of teachers using an existing key word list and provide hints on what students need to change.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…However, this assumes that the students use the same vocabulary as in the reference model. Therefore, Giabbanelli and Tawfik (2020) use a thesaurus database in order not to depend on an exact match between student and expert concept maps. Other works even analysed the effect of automatically generated knowledge structures (KS) from text as a reflection method to improve summary writings (Kim et al, 2019; Kim & McCarthy, 2021).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Formative assessment strategies for students' conceptions—The potential of learning analytics

Stanja

Gritz

Krugel

et al. 2022

Brit J Educational Tech

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Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are required to assess their students' conceptions. The focus of this article lies on the discussion of learning analytics for supporting the assessment of students' conceptions in class. The existing and potential contributions of learning analytics are discussed related to the named formative assessment framework in order to enhance the teachers' options to consider individual students' conceptions. We refer to findings from biology and computer science education on existing assessment tools and identify limitations and potentials with respect to the assessment of students' conceptions.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Formative assessment strategies for students' conceptions—The potential of learning analytics

Stanja

Gritz

Krugel

et al. 2022

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…As learners engage in these tasks, they must remedy knowledge gaps and work with their peers to reconcile different perspectives. Beyond just retention of facts, learners also engage in information seeking (Belland et al, 2020), question generation (Olney et al, 2012), causal reasoning (Giabbanelli & Tawfik, 2020;Shin & Jeong, 2021), argumentation (Ju & Choi, 2017;Noroozi & Hatami, 2019), and other higher-order thinking skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Decision Making and Problem-Solving: Implications for Learning Design

Tawfik¹,

Gatewood²

2022

JAID

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Educators are increasingly applying problem-solving through instructional strategies, such as inquiry-based learning. An important aspect of problem-solving includes the decision-making process and the rationale for learners' choices. Although prior theories and models indeed yield important insight in other areas of problemsolving (e.g. -scaffolding, argumentation, reflection), the decision-making process has only been implicitly referenced within learning design. To better understand the role of decision-making and apply it towards design, the article reviews the theoretical basis of the following overarching frameworks: normative, descriptive, prescriptive, and case-based decision-making theory (CBDT). For each approach, an example is included that instantiates the theory within learning design. The article concludes with a discussion of how decision-making theory aligns with existing theories that are foundational to problem-solving, along with implications for future learning design.

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“…To address this gap, our study evaluates the usability of a software that seeks to support policymakers in using a systems map of obesity. Usability is indeed essential to ensure the effective uptake of a tool; however, it has rarely been studied for maps, and only in the context of educational technologies for knowledge assessment [30][31][32] where software difficulties are occasionally reported [33]. Our study thus contributes to the literature by evaluating the ability of eight policymakers to interact with systems maps through recorded sessions that follow best practices in usability testing.…”

Section: Introductionmentioning

confidence: 99%

Human Factors in Leveraging Systems Science to Shape Public Policy for Obesity: A Usability Study

Giabbanelli

Vesuvala²

2023

Information

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Background: despite a broad consensus on their importance, applications of systems thinking in policymaking and practice have been limited. This is partly caused by the longstanding practice of developing systems maps and software in the intention of supporting policymakers, but without knowing their needs and practices. Objective: we aim to ensure the effective use of a systems mapping software by policymakers seeking to understand and manage the complex system around obesity, physical, and mental well-being. Methods: we performed a usability study with eight policymakers in British Columbia based on a software tool (ActionableSystems) that supports interactions with a map of obesity. Our tasks examine different aspects of systems thinking (e.g., unintended consequences, loops) at several levels of mastery and cover common policymaking needs (identification, evaluation, understanding). Video recordings provided quantitative usability metrics (correctness, time to completion) individually and for the group, while pre- and post-usability interviews yielded qualitative data for thematic analysis. Results: users knew the many different factors that contribute to mental and physical well-being in obesity; however, most were only familiar with lower-level systems thinking concepts (e.g., interconnectedness) rather than higher-level ones (e.g., feedback loops). Most struggles happened at the lowest level of the mastery taxonomy, and predominantly on network representation. Although participants completed tasks on loops and multiple pathways mostly correctly, this was at the detriment of spending significant time on these aspects. Results did not depend on the participant, as their experiences with the software were similar. The thematic analysis revealed that policymakers did not have a typical workflow and did not use any special software or tools in their policy work; hence, the integration of a new tool would heavily depend on individual practices. Conclusions: there is an important discrepancy between what constitutes systems thinking to policymakers and what parts of systems thinking are supported by software. Tools may be more successfully integrated when they include tutorials (e.g., case studies), facilitate access to evidence, and can be linked to a policymaker’s portfolio.

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Reducing the Gap Between the Conceptual Models of Students and Experts Using Graph-Based Adaptive Instructional Systems

Cited by 10 publications

References 52 publications

Formative assessment strategies for students' conceptions—The potential of learning analytics

Formative assessment strategies for students' conceptions—The potential of learning analytics

Decision Making and Problem-Solving: Implications for Learning Design

Human Factors in Leveraging Systems Science to Shape Public Policy for Obesity: A Usability Study

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