学习者模型可视化认同感分析与效能评测——基于社会比较理论的视角
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摘要
基于社会比较理论,学习者模型可视化不但有助于自我改进、强化及评价,具有元认知和自我调节学习价值,而且还能内化同伴的学习知识,激发学习动机,提升自我效能感,促进高阶思维发展。以美国匹兹堡大学的MasteryGrids自适应学习系统为例,利用问卷调查法,从有用性、感知性等方面对学习者模型可视化进行认同感分析,并采用曼惠特尼U检验分析方法和实验控制组对其效能进行评测。结果表明,学习者模型可视化所具有的特性验证了期待和信仰,可为在线个性化学习环境设计提供理论依据,尤其是解决学生持续学习能力差和低完课率等实际问题,确保在线教育的成功实施。
Based on the social comparison theory, the visualization of learner model not only contributes to self-improvement, reinforcement and evaluation, but also has the value of metacognition and self-regulated learning. In addition, it can internalize the learning knowledge of peers, stimulate the learning motivation, enhance the sense of self-efficacy, and promote the development of high-order thinking. Taking the MasteryGrids adaptive learning system of the university of Pittsburgh in America as an example, this study adopts questionnaire survey to analyze the identification of the visualization of the learner model from usefulness, perception and other aspects, and uses Whitney U test and experimental control group to evaluate its efficiency. The results show that the characteristics of the visualization of the learner model verify the expectation and belief, which can provide a theoretical basis for the design of online personalized learning environment, especially for solving practical problems such as students' poor continuous learning ability and low completion rate to ensure the successful implementation of online education.
Based on the social comparison theory, the visualization of learner model not only contributes to self-improvement, reinforcement and evaluation, but also has the value of metacognition and self-regulated learning. In addition, it can internalize the learning knowledge of peers, stimulate the learning motivation, enhance the sense of self-efficacy, and promote the development of high-order thinking. Taking the MasteryGrids adaptive learning system of the university of Pittsburgh in America as an example, this study adopts questionnaire survey to analyze the identification of the visualization of the learner model from usefulness, perception and other aspects, and uses Whitney U test and experimental control group to evaluate its efficiency. The results show that the characteristics of the visualization of the learner model verify the expectation and belief, which can provide a theoretical basis for the design of online personalized learning environment, especially for solving practical problems such as students' poor continuous learning ability and low completion rate to ensure the successful implementation of online education.
引文
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[7]姜强,赵蔚,李松,王朋娇.大数据背景下的精准个性化学习路径挖掘研究---基于AprioriAll的群体行为分析[J].电化教育研究,2018(2):45-52.
[8]徐墨客,吴文峻,周萱,蒲彦均.多知识点知识追踪模型与可视化研究[J].电化教育研究,2018(10):53-59.
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[11]I-HAN H.Navigation support and social visulization for personalized e-learning[D].Pittsburgh:University of Pittsburgh,2012.
[12]TONGCHAI N.Impact of self-regulation and open learner model on learning achievement in blended learning environment[J].International journal of information and education technology,2016,6(5):343-347.
[13]YONGWEE S.Investigating learner preferences in an open learner model program:a Malaysian case study[C]//The 25th Australasian conference on information systems.New Zealand:Auckland University Press,2014:1-9.
[14]LAZARINIS F,RETALIS S.Analyze me:open learner model in an adaptive web testing system[J].International journal of artificial intelligence in education,2007,17(3):255-271.
[15]MITROVIC A.Evaluating the effects of open student models on learning[C]//Adaptive hypermedia and adaptive web-Based systems.Berlin Heidelberg:Springer-Verlag,2002:296-305.
[16]QINGCHUN H,YONG H.The design of open learner model to improve interaction of peer assessment in online learning[C]//The10th international conference on computer science&education.UK:Cambridge University Press,2015:310-315.
[17]王丽萍,赵蔚等.开放性社会学习者模型的研究进展视图[J].现代远程教育研究,2015(2):104-112.
[18]BUTLER D L.Feedback and self-regulated learning:a theoretical synthesis[J].Review of educational research,1995,65(3):245-281.
[19]BRUSILOVSKY P.The value of social:comparing open student modeling and open social student modeling[C]//User modelling,adaptation and personalization.Switzerland:Springer-Verlags,2015:44-55.
[2]菅保霞,姜强,赵蔚,李勇帆.大数据背景下自适应学习个性特征模型研究---基于元分析视角[J].远程教育杂志,2017(7):87-96.
[3]郭淑斌,黄希庭.社会比较的动力:动机与倾向性[J].西南大学学报(社会科学版),2010(4):14-18.
[4]FESTINGER L.A theory of social comparison processes[J].Human relations,1954(7):117-140.
[5]VYGOTSKY L S.Mind and society:the development of higher mental processes[M].Cambridge,MA:Harvard University Press,1978.
[6]姜强,赵蔚,李勇帆,李松.基于大数据的学习分析仪表盘研究[J].中国电化教育,2017(1):112-120.
[7]姜强,赵蔚,李松,王朋娇.大数据背景下的精准个性化学习路径挖掘研究---基于AprioriAll的群体行为分析[J].电化教育研究,2018(2):45-52.
[8]徐墨客,吴文峻,周萱,蒲彦均.多知识点知识追踪模型与可视化研究[J].电化教育研究,2018(10):53-59.
[9]BULL S.Student models that invite the learner in:the smili open learner modeling framework[J].International journal of artificial intelligence in education,2007,17(2):89-120.
[10]YANJIN L,VINCENT A.Supporting students’self-regulated learning with an open learner model in a linear equation tutor[C]//Artificial intelligence in education.Berlin Heidelberg:Springer-Verlag,2013:219-228.
[11]I-HAN H.Navigation support and social visulization for personalized e-learning[D].Pittsburgh:University of Pittsburgh,2012.
[12]TONGCHAI N.Impact of self-regulation and open learner model on learning achievement in blended learning environment[J].International journal of information and education technology,2016,6(5):343-347.
[13]YONGWEE S.Investigating learner preferences in an open learner model program:a Malaysian case study[C]//The 25th Australasian conference on information systems.New Zealand:Auckland University Press,2014:1-9.
[14]LAZARINIS F,RETALIS S.Analyze me:open learner model in an adaptive web testing system[J].International journal of artificial intelligence in education,2007,17(3):255-271.
[15]MITROVIC A.Evaluating the effects of open student models on learning[C]//Adaptive hypermedia and adaptive web-Based systems.Berlin Heidelberg:Springer-Verlag,2002:296-305.
[16]QINGCHUN H,YONG H.The design of open learner model to improve interaction of peer assessment in online learning[C]//The10th international conference on computer science&education.UK:Cambridge University Press,2015:310-315.
[17]王丽萍,赵蔚等.开放性社会学习者模型的研究进展视图[J].现代远程教育研究,2015(2):104-112.
[18]BUTLER D L.Feedback and self-regulated learning:a theoretical synthesis[J].Review of educational research,1995,65(3):245-281.
[19]BRUSILOVSKY P.The value of social:comparing open student modeling and open social student modeling[C]//User modelling,adaptation and personalization.Switzerland:Springer-Verlags,2015:44-55.
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