学习分析
个性化学习
分析
自主学习
计算机科学
脚手架
人工智能
人机交互
机器学习
数据科学
心理学
数学教育
教学方法
数据库
合作学习
开放式学习
作者
Lyn Lim,Maria Bannert,Joep van der Graaf,Shaveen Singh,Yizhou Fan,Surya Surendrannair,Mladen Raković,Inge Molenaar,Johanna D. Moore,Dragan Gašević
标识
DOI:10.1016/j.chb.2022.107547
摘要
Self-Regulated Learning (SRL) is related to increased learning performance. Scaffolding learners in their SRL activities in a computer-based learning environment can help to improve learning outcomes, because students do not always regulate their learning spontaneously. Based on theoretical assumptions, scaffolds should be continuously adaptive and personalized to students' ongoing learning progress in order to promote SRL. The present study aimed to investigate the effects of analytics-based personalized scaffolds, facilitated by a rule-based artificial intelligence (AI) system, on students' learning process and outcomes by real-time measurement and support of SRL using trace data. Using a pre-post experimental design, students received personalized scaffolds (n = 36), generalized scaffolds (n = 32), or no scaffolds (n = 30) during learning. Findings indicated that personalized scaffolds induced more SRL activities, but no effects were found on learning outcomes. Process models indicated large similarities in the temporal structure of learning activities between groups which may explain why no group differences in learning performance were observed. In conclusion, analytics-based personalized scaffolds informed by students’ real-time SRL measured and supported with AI are a first step towards adaptive SRL supports incorporating artificial intelligence that has to be further developed in future research.
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