Impact of Open Social Student Modeling on Self-Assessment of Performance

Somyürek, Sibel and Brusilovsky, Peter (2015) Impact of Open Social Student Modeling on Self-Assessment of Performance. In: E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015, 19 October 2015 - 22 October 2015, Kona, Hawaii, USA.

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Abstract

This study examines the impact of Open Student Modeling (OSM) and its extension known as Open Social Student Modeling (OSSM) on students’ self-assessment of their SQL programming performance. It also explores the relationship between self-assessment and normalized gain. The study was performed with graduate students of University of Pittsburgh taking Database Course for the first semester 2014/2015 and ran for 11 weeks. The results demonstrated that both OSM and OSSM positively affect students’ regular self-assessment ability. However, only OSSM was able to positively impact students’ relative self-assessment ability (i.e., compare their SQL knowledge to others). The results also indicated that, students’ self-assessments are positively and highly correlated to their normalized gain.

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Details

Item Type:	Conference or Workshop Item (Paper)
Status:	Published
Creators/Authors:	Creators Email Pitt Username ORCID Somyürek, Sibel Brusilovsky, Peter peterb@pitt.edu PETERB 0000-0002-1902-1464
Date:	26 October 2015
Date Type:	Publication
Journal or Publication Title:	Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015
Publisher:	AACE
Place of Publication:	Chesapeake, VA
Page Range:	1181 - 1188
Event Title:	E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015
Event Dates:	19 October 2015 - 22 October 2015
Event Type:	Conference
Schools and Programs:	School of Information Sciences > Information Science
Refereed:	Yes
Official URL:	https://www.learntechlib.org/p/152145.
Date Deposited:	27 Jul 2016 18:02
Last Modified:	01 Nov 2017 12:57
URI:	http://d-scholarship.pitt.edu/id/eprint/28924

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