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The impact of social performance visualization on students

Brusilovsky, P (2012) The impact of social performance visualization on students. In: UNSPECIFIED.

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Abstract

Over the last 10 years two major research directions explored the benefits of visualizing student learning progress. One stream of research on learning performance visualization attempts to build a visual presentation of students' learning progress, targeting the needs of instructors and academic advisors. The other stream of research on Open Student Modeling (OSM) attempts to visualize the state of individual student's knowledge and present the visualization directly to the student. The results of the studies in that area show that, presenting students with basic representation of their knowledge will result in facilitating their metacognitive activities and promoting self-reflection and awareness. This paper tries to study the impact of a more sophisticated form of performance visualization on students. We believe that our visualization tool can positively influence students by granting them the opportunity to get a view of their performance in the content of the class progress. Moreover, we tried to boost their motivation by building a positive sense of competition using a representation of average class performance. In this paper we present study comparing two groups of students, one using the visualization and another without visualization. The results of the study shows that: 1) the students are likely to use the social visualization tool during the whole semester to monitor their progress in comparison with their peers; 2) the visualization tool encourages students to use the learning materials in a more continuous manner during the whole semester and 3) students will achieve a higher success rate in answering self-assessment quizzes. © 2012 IEEE.


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Details

Item Type: Conference or Workshop Item (UNSPECIFIED)
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Brusilovsky, Ppeterb@pitt.eduPETERB0000-0002-1902-1464
Date: 8 October 2012
Date Type: Publication
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Journal or Publication Title: Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012
Page Range: 565 - 569
Event Type: Conference
DOI or Unique Handle: 10.1109/icalt.2012.218
Institution: University of Pittsburgh
Schools and Programs: Dietrich School of Arts and Sciences > Intelligent Systems
Refereed: Yes
ISBN: 9780769547022
Date Deposited: 25 Jul 2012 14:09
Last Modified: 07 Jan 2019 15:55
URI: http://d-scholarship.pitt.edu/id/eprint/13109

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