Cargando…
Investigating student interactions with tutorial dialogues in EER-Tutor
Eye-movement tracking and student-system interaction logs provide different types of information which can be used as a potential source of real-time adaptation in learning environments. By analysing student interactions with an intelligent tutoring system (ITS), we can identify sub-optimal behaviou...
Autores principales: | , , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Singapore
2015
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6302841/ https://www.ncbi.nlm.nih.gov/pubmed/30613225 http://dx.doi.org/10.1186/s41039-015-0013-1 |
_version_ | 1783382063023390720 |
---|---|
author | Elmadani, Myse Mitrovic, Antonija Weerasinghe, Amali Neshatian, Kourosh |
author_facet | Elmadani, Myse Mitrovic, Antonija Weerasinghe, Amali Neshatian, Kourosh |
author_sort | Elmadani, Myse |
collection | PubMed |
description | Eye-movement tracking and student-system interaction logs provide different types of information which can be used as a potential source of real-time adaptation in learning environments. By analysing student interactions with an intelligent tutoring system (ITS), we can identify sub-optimal behaviour such as not paying attention to important interface components. On the basis of such findings, ITSs can be enhanced to be proactive, rather than reactive, to users’ actions. Tutorial dialogues are one of the teaching strategies used in ITSs which has been shown empirically to significantly improve learning. Enhanced entity-relationship (EER)-Tutor is a constraint-based ITS that teaches conceptual database design. This paper presents the preliminary results of a project that investigates how students interact with the tutorial dialogues in EER-Tutor using both eye-gaze data and student-system interaction logs. Our findings indicate that advanced students are selective of the interface areas they visually focus on, whereas novices waste time by paying attention to interface areas that are inappropriate for the task at hand. Novices are also unaware that they require help with the tutorial dialogues. Furthermore, we have demonstrated that the student’s prior knowledge, the problem complexity and the percentage of the dialogue’s prompts that are answered correctly are factors that can be used to predict future errors. The findings from our study can be used to further enhance EER-Tutor in order to support learning better, including real-time classification of students into novices and advanced students in order to adapt system feedback and interventions. |
format | Online Article Text |
id | pubmed-6302841 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2015 |
publisher | Springer Singapore |
record_format | MEDLINE/PubMed |
spelling | pubmed-63028412019-01-04 Investigating student interactions with tutorial dialogues in EER-Tutor Elmadani, Myse Mitrovic, Antonija Weerasinghe, Amali Neshatian, Kourosh Res Pract Technol Enhanc Learn Research Eye-movement tracking and student-system interaction logs provide different types of information which can be used as a potential source of real-time adaptation in learning environments. By analysing student interactions with an intelligent tutoring system (ITS), we can identify sub-optimal behaviour such as not paying attention to important interface components. On the basis of such findings, ITSs can be enhanced to be proactive, rather than reactive, to users’ actions. Tutorial dialogues are one of the teaching strategies used in ITSs which has been shown empirically to significantly improve learning. Enhanced entity-relationship (EER)-Tutor is a constraint-based ITS that teaches conceptual database design. This paper presents the preliminary results of a project that investigates how students interact with the tutorial dialogues in EER-Tutor using both eye-gaze data and student-system interaction logs. Our findings indicate that advanced students are selective of the interface areas they visually focus on, whereas novices waste time by paying attention to interface areas that are inappropriate for the task at hand. Novices are also unaware that they require help with the tutorial dialogues. Furthermore, we have demonstrated that the student’s prior knowledge, the problem complexity and the percentage of the dialogue’s prompts that are answered correctly are factors that can be used to predict future errors. The findings from our study can be used to further enhance EER-Tutor in order to support learning better, including real-time classification of students into novices and advanced students in order to adapt system feedback and interventions. Springer Singapore 2015-07-28 2015 /pmc/articles/PMC6302841/ /pubmed/30613225 http://dx.doi.org/10.1186/s41039-015-0013-1 Text en © The Author(s) 2015 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0), which permits use, duplication, adaptation, distribution, and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. |
spellingShingle | Research Elmadani, Myse Mitrovic, Antonija Weerasinghe, Amali Neshatian, Kourosh Investigating student interactions with tutorial dialogues in EER-Tutor |
title | Investigating student interactions with tutorial dialogues in EER-Tutor |
title_full | Investigating student interactions with tutorial dialogues in EER-Tutor |
title_fullStr | Investigating student interactions with tutorial dialogues in EER-Tutor |
title_full_unstemmed | Investigating student interactions with tutorial dialogues in EER-Tutor |
title_short | Investigating student interactions with tutorial dialogues in EER-Tutor |
title_sort | investigating student interactions with tutorial dialogues in eer-tutor |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6302841/ https://www.ncbi.nlm.nih.gov/pubmed/30613225 http://dx.doi.org/10.1186/s41039-015-0013-1 |
work_keys_str_mv | AT elmadanimyse investigatingstudentinteractionswithtutorialdialoguesineertutor AT mitrovicantonija investigatingstudentinteractionswithtutorialdialoguesineertutor AT weerasingheamali investigatingstudentinteractionswithtutorialdialoguesineertutor AT neshatiankourosh investigatingstudentinteractionswithtutorialdialoguesineertutor |