PAWS Meeting 2007-01-26
Talk by Sergey Sosnovsky
Flexi-OLM: Flexible Open Learner Modeling
Summary. 3 papers by Susan Bull presented at ITS conferences (2004, 2006). OLM - visualize UM and let negotiate and/or change it. Students learn by "reflecting" on the observable content of UM. Not all OLMs are for students, there are some for teachers. FlexiOLM - different views on the UM. Domain - C programming. Color-coding user knowledge level. Domain structure - topics with child concepts. Piece of interactive content is indexed with a single concept. Misconceptions are also modeled. Evidence propagation - aggregation of the means. Users can edit their models when: 1) new user comes, 2) learning occurs outside the system, or 3) system estimates knowledge incorrectly. Persuading LM - user expresses disagreement, system explains it's beliefs, and possibly allows user to prove his point. Negotiating LM - chatting with the system trying to align user's beliefs and system's beliefs. Chat-bot is controlled by a person. 350 negotiation pieces were pre-authored.
LM visualizations - hierarchy, lectures, concepts map, index ranked, summary.
Experiment 1. (2004) Is having different visualizations beneficial? Is there a preference for a particular visualization? 23 subjects. Users in general are positive about the system.
Experiment 2. (2006) What are student preferences regarding persuading, negotiating ad editing? 8 subjects (3rd year grad students). No significant patterns found.
Experiment 3. (2006) Chat-bot study. Liked the bot less, when it was not agreeing.
Discussion. There's no attempt to investigate gaming behaviors. 5-value likert scale is prone to over-inflating category "N/A". 4-scale is better sometimes. The study design is rather weak. No implicit hypotheses tested, only explicit (questionnaires). Choice of subjects is questionable (knowledgeable C-programmers and not currently learning students).
Flexi-OLM: Flexible Open Learner Modeling
Summary. 3 papers by Susan Bull presented at ITS conferences (2004, 2006). OLM - visualize UM and let negotiate and/or change it. Students learn by "reflecting" on the observable content of UM. Not all OLMs are for students, there are some for teachers. FlexiOLM - different views on the UM. Domain - C programming. Color-coding user knowledge level. Domain structure - topics with child concepts. Piece of interactive content is indexed with a single concept. Misconceptions are also modeled. Evidence propagation - aggregation of the means. Users can edit their models when: 1) new user comes, 2) learning occurs outside the system, or 3) system estimates knowledge incorrectly. Persuading LM - user expresses disagreement, system explains it's beliefs, and possibly allows user to prove his point. Negotiating LM - chatting with the system trying to align user's beliefs and system's beliefs. Chat-bot is controlled by a person. 350 negotiation pieces were pre-authored.
LM visualizations - hierarchy, lectures, concepts map, index ranked, summary.
Experiment 1. (2004) Is having different visualizations beneficial? Is there a preference for a particular visualization? 23 subjects. Users in general are positive about the system.
Experiment 2. (2006) What are student preferences regarding persuading, negotiating ad editing? 8 subjects (3rd year grad students). No significant patterns found.
Experiment 3. (2006) Chat-bot study. Liked the bot less, when it was not agreeing.
Discussion. There's no attempt to investigate gaming behaviors. 5-value likert scale is prone to over-inflating category "N/A". 4-scale is better sometimes. The study design is rather weak. No implicit hypotheses tested, only explicit (questionnaires). Choice of subjects is questionable (knowledgeable C-programmers and not currently learning students).
posted by Methodius at 2:23 PM
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