Interactive Pedagogical Agents for Learning Sequence Diagrams

Students struggle to learn sequence diagrams (SDs), as the designs must meet the requirements without violating the constraints imposed by other UML diagrams. Providing manual timely feedback, though effective, cannot scale for large classes. Our pedagogical agent combining data dependencies and qua...

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Detalles Bibliográficos
Autores principales: Alhazmi, Sohail, Thevathayan, Charles, Hamilton, Margaret
Formato: Online Artículo Texto
Lenguaje:English
Publicado: 2020
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334683/
http://dx.doi.org/10.1007/978-3-030-52240-7_2
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author Alhazmi, Sohail
Thevathayan, Charles
Hamilton, Margaret
author_facet Alhazmi, Sohail
Thevathayan, Charles
Hamilton, Margaret
author_sort Alhazmi, Sohail
collection PubMed
description Students struggle to learn sequence diagrams (SDs), as the designs must meet the requirements without violating the constraints imposed by other UML diagrams. Providing manual timely feedback, though effective, cannot scale for large classes. Our pedagogical agent combining data dependencies and quality metrics with rule-based techniques capturing consistency constraints allowed generation of immediate and holistic feedback. The scaffolding approach helped to lower the cognitive overload. The pre- and post-tests and survey results revealed substantially improved learning outcomes and student satisfaction.
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spelling pubmed-73346832020-07-06 Interactive Pedagogical Agents for Learning Sequence Diagrams Alhazmi, Sohail Thevathayan, Charles Hamilton, Margaret Artificial Intelligence in Education Article Students struggle to learn sequence diagrams (SDs), as the designs must meet the requirements without violating the constraints imposed by other UML diagrams. Providing manual timely feedback, though effective, cannot scale for large classes. Our pedagogical agent combining data dependencies and quality metrics with rule-based techniques capturing consistency constraints allowed generation of immediate and holistic feedback. The scaffolding approach helped to lower the cognitive overload. The pre- and post-tests and survey results revealed substantially improved learning outcomes and student satisfaction. 2020-06-10 /pmc/articles/PMC7334683/ http://dx.doi.org/10.1007/978-3-030-52240-7_2 Text en © Springer Nature Switzerland AG 2020 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Alhazmi, Sohail
Thevathayan, Charles
Hamilton, Margaret
Interactive Pedagogical Agents for Learning Sequence Diagrams
title Interactive Pedagogical Agents for Learning Sequence Diagrams
title_full Interactive Pedagogical Agents for Learning Sequence Diagrams
title_fullStr Interactive Pedagogical Agents for Learning Sequence Diagrams
title_full_unstemmed Interactive Pedagogical Agents for Learning Sequence Diagrams
title_short Interactive Pedagogical Agents for Learning Sequence Diagrams
title_sort interactive pedagogical agents for learning sequence diagrams
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334683/
http://dx.doi.org/10.1007/978-3-030-52240-7_2
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