aied 2015 poster- off the beaten path: the impact of adaptive content sequencing on student...

Goal:  Guide  students  to  right  content  in  intelligent  educa1onal  systems  Idea:  Social  guidance  based  on  open  social  student  modeling  § Allows  students  to  explore  each  others  model  or  cumula1ve  model  of  the  class  

§ Increases  student  engagement  § Provides  effec1ve  naviga1on  support  

Mo+va+on   Challenges  in  Social  Guidance  

Adap+ve  Sequencing  

Impact  of  GS  on  Learning  Gain,  Learning  Speed,  System/Class  Performance      

Greedy  sequencing  (GS):  Aims  at  maximizing  student  level  of  knowledge  in  domain  concepts  

Off  the  Beaten  Path:  The  Impact  of  Adap+ve  Content  Sequencing    on  Student  Naviga+on  in  an  Open  Social  Student  Modeling  Interface    

Classroom  Study  

R.  Hosseini,  I.H.  Hsiao,  J.  Guerra,  P.  Brusilovsky  

Naviga+onal  PaIerns  

Problem:  How  to  avoid  students  becoming  more  conserva1ve  with  their  work  with  content?  Solu+on:  Increasing  the  personaliza1on  power  of  social  guidance  § Combine  social  guidance  with  adap1ve  sequencing  of  contents  

Open  Social  Student  Modeling  

Students  in  the  class  (you  are  4th  out  of  7)  

4.  Me  -­‐>  

User  Modeling  database  

Greedy  Sequencing  

Knowledge  Report  Service  

Rank  C1  

Prerequisites  Outcomes  

Content  C1:  Concepts  

P:  ra1o  of  known  prerequisites  O:  ra1o  of  unknown  outcomes  np:  number  of  prerequisites  no:  number  of  outcomes  

Greedy  Sequencing  Rank  

Rank =npP + noOnp + no

GS  and  Social  Guidance  

§ Star  size  is  rela1ve  to  the  rank  of  content  § A  bigger  star  means  content  has  higher  priority  

§ 143  undergraduates  in  ASU  (Fall  2014),  in  Java  Programming  and  Data  Structure  course    

§ 111  problems  —  103  examples  —  19  topics  Part:  (1)  No  Sequencing  (Aug.  21  –  Sep.  25)                      (2)  Introduced  Sequencing  (Sep.  26  –  Oct.  21)  Logs:  86  subjects  —  53  of  them  had  at  least  30                          problem  aaempts  

Rela1ve  Frequencies  of  topic-­‐based  paaerns  

§ GS  promotes  non-­‐sequen1al  paaerns    

0  

0.1  

0.2  

0.3  

0.4  

0.5  

0.6  

0.7  

0.8  

0.9  

Weak  students   Strong  students  

Normalize

d  learning  gain  

Non-­‐followers   Followers  

0.00  

0.20  

0.40  

0.60  

0.80  

1.00  

1.20  

1.40  

1.60  

1.80  

2.00  

Weak  students   Strong  students  

%  Learning  speed    

Non-­‐followers   Followers  

§ No  significant  differences  in  the  learning  gain  § Followers  with  high  prior  knowledge  learn  faster  (p=.039)  

§ Correctness  is  more  frequent  in  recommended  problems  (p<.001)  

§ Aaemp1ng  a  recommended  content  is  associated  with  0.56  increase  in  final  grade  (SE=0.24,  p=.017)    ~  9  1mes  greater  than  a  not  recommended  content  

Within-­‐Topic  

Next-­‐Topic  

Jump-­‐Forward  

Jump-­‐Backward  

Part  1   Part  2-­‐N   Part  2-­‐R  

0.08

0.08

0.16

0.68

0.06

0.05

0.12

0.78

0.17

0.17

0.2

0.47

Jump−Backward

Jump−Forward

Next−Topic

Within−Topic

Part 1 Part 2−N Part 2−R