Abstract
In previous work [10], we reported on an experiment performed in the context of SQL-Tutor, in which we analysed students’ self-assessment skills. This preliminary study revealed that more able students were better in assessing their knowledge. Here we report on a new study performed on the same system. This time, we analysed the effect of an open student model on students’ learning and self-assessment skills. Although we have not seen any significant difference in the post-test scores of the control and the experimental group, the less able students from the experimental group have scored significantly higher than the less able students from the control group. The more able students who had access to their models abandoned significantly less problems the control group. These are encouraging results for a very simple open model used in the study, and we believe that a more elaborate model would be more effective.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Aleven, V., Koedinger, K. (2000) Limitations of Student Control: Do Students Know When They Need Help? Proc. ITS’2000, Springer-Verlag, pp. 292-303.
Aleven, V., Koedinger, K., Cross, K. (1999) Tutoring Answer Explanation Fosters Learning with Understanding. In: Lajoie, S.P., Vivet, M. (eds): Proc. AIED’99, pp. 199–206.
Bielaczyc, K., Pirolli, P., Brown, A.L.: Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem-solving. Cognition and Instruction, 13(2) (1993) 221–252.
Brusilovsky, P., Schwarz, E., Weber, G. (1996) ELM-ART: an Intelligent Tutoring System on World Wide Web. Proc. ITS’96, pp. 261–269.
Bull, S., Brna, P. (1997) What does Susan Know that Paul Doesn’t? (and vice versa): Contributing to each other’s student model. Proc. AIED 97, pp. 568–570.
Chi, M. T. H., Bassok, M., Lewis, M.W., Reinmann, P., Glaser, R. (1989) Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems. Cognitive Science, 13, 145–182.
Conati, C., VanLehn, K.: Further Results from the Evaluation of an Intelligent Computer Tutor to Coach Self-Explanation. Proc. ITS’2000, Springer-Verlag, (2000) 304–313.
Dimitrova, V., Self, J., Brna, P. (2001) Applying Interactive Open Learner Models to Learning Technical Terminology. Proc. UM 2001, Springer, pp. 148–157.
Kay, J. (1995) The UM toolkit for cooperative user modelling. User Modelling and User-Adapted Interaction, 4, 149–196.
Mitrovic, A. Investigating students’ self-assessment skills. Proc. UM-2001, Sonthofen, July 2001, Springer-Verlag LNAI 2109, pp. 247–250.
Mitrovic, A., Ohlsson, S.: Evaluation of a Constraint-based Tutor for a Database Language. Int. J. on Artificial Intelligence in Education, 10(3-4), (1999) 238–256.
Morales, R., Pain, H., Conlon, T. (2001) Effects of Inspecting Learner Models on Learners’ Abilities. Proc. AIED 2001, pp. 434–445.
Ohlsson, S.: Constraint-based student modeling. In: Greer, J.E., McCalla, G (eds): Student modeling: the key to individualized knowledge-based instruction, (1994) 167–189.
Paiva, A., Self, J. (1995) TAGUS-a user and learner modelling workbench. User Modeling and User-Adapted Interaction, 4, 197–226.
Swanson, H.L.: Influence of Metacognitive Knowledge and Aptitude on Problem Solving. J. Educational Psychology, 82 (1990) 306–314.
White, B.Y., Shimoda, T. A, Frederiksen, J.R. (1999) Enabling Students to Construct Theories of Collaborative Inquiry and Reflective Learning: Computer Support for Metacognitive Development. Int. Journal on AI in Education, vol 10, 151–182.
Zapata-Rivera, J.D., Greer, J.E. (2000) Inspecting and Visualizing Distributed Bayesian Student Models. Proc. ITS’2000, Springer, pp. 544–553.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2002 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Mitrovic, A., Martin, B. (2002). Evaluating the Effects of Open Student Models on Learning. In: De Bra, P., Brusilovsky, P., Conejo, R. (eds) Adaptive Hypermedia and Adaptive Web-Based Systems. AH 2002. Lecture Notes in Computer Science, vol 2347. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-47952-X_31
Download citation
DOI: https://doi.org/10.1007/3-540-47952-X_31
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-43737-6
Online ISBN: 978-3-540-47952-9
eBook Packages: Springer Book Archive