TY - GEN
T1 - The impact of social performance visualization on students
AU - Falakmasir, Mohammad Hassan
AU - Hsiao, I. Han
AU - Mazzola, Luca
AU - Grant, Nancy
AU - Brusilovsky, Peter
PY - 2012
Y1 - 2012
N2 - 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.
AB - 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.
KW - Information Visualization
KW - Intelligent Tutoring Systems
KW - Open Student Modeling
KW - Self-Assessment
UR - http://www.scopus.com/inward/record.url?scp=84867028104&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84867028104&partnerID=8YFLogxK
U2 - 10.1109/ICALT.2012.218
DO - 10.1109/ICALT.2012.218
M3 - Conference contribution
AN - SCOPUS:84867028104
SN - 9780769547022
T3 - Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012
SP - 565
EP - 569
BT - Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012
T2 - 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012
Y2 - 4 July 2012 through 6 July 2012
ER -