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Progressor: Social navigation support through open social student modeling

Hsiao, IH and Bakalov, F and Brusilovsky, P and König-Ries, B (2013) Progressor: Social navigation support through open social student modeling. New Review of Hypermedia and Multimedia, 19 (2). 112 - 131. ISSN 1361-4568

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The increased volumes of online learning content have produced two problems: how to help students to find the most appropriate resources and how to engage them in using these resources. Personalized and social learning have been suggested as potential ways to address these problems. Our work presented in this paper combines the ideas of personalized and social learning in the context of educational hypermedia. We introduce Progressor, an innovative Web-based tool based on the concepts of social navigation and open student modeling that helps students to find the most relevant resources in a large collection of parameterized self-assessment questions on Java programming. We have evaluated Progressor in a semester-long classroom study, the results of which are presented in this paper. The study confirmed the impact of personalized social navigation support provided by the system in the target context. The interface encouraged students to explore more topics attempting more questions and achieving higher success rates in answering them. A deeper analysis of the social navigation support mechanism revealed that the top students successfully led the way to discovering most relevant resources by creating clear pathways for weaker students. © 2013 Taylor and Francis Group, LLC.


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Item Type: Article
Status: Published
CreatorsEmailPitt UsernameORCID
Hsiao, IH
Bakalov, F
Brusilovsky, Ppeterb@pitt.eduPETERB0000-0002-1902-1464
König-Ries, B
Date: 1 June 2013
Date Type: Publication
Journal or Publication Title: New Review of Hypermedia and Multimedia
Volume: 19
Number: 2
Page Range: 112 - 131
Event Type: Conference
DOI or Unique Handle: 10.1080/13614568.2013.806960
Schools and Programs: School of Information Sciences > Information Science
Refereed: Yes
ISSN: 1361-4568
Date Deposited: 02 Jan 2014 18:09
Last Modified: 04 Feb 2019 15:58


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