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Reading Mirror: Social Navigation and
Social Comparison for Electronic
Textbooks
Jordan Barria-Pineda, Peter Brusilovsky, Daqing He
University of Pittsburgh, USA
Workshop on Intelligent Textbooks @ AIED’19
Background
Attempts on modernizing digital textbooks:
● Recommendation of relevant external content
● Concept-mapping activities
● Social annotations
● Embedded interactive learning activities
Proposed Approach
Extend electronic textbooks with progress
tracking/social visualization
Mirrored icicle plot
(- Easy-to-compare
- Space efficient)
Visual encoding
Demo
Classroom studies
Information Retrieval class at Univ. of Pittsburgh (graduate level)
2 classrooms:
● Spring 2018 (39 students)
● Fall 2018 (41 students)
Social Comparison
(SC) enabled
Preliminary results (1)
Sustained
difference
between two
classroom
studies
Hypothesis:
Social
Comparison (SC)
takes a
significant
amount of time to
have an effect on
students
Preliminary results (2)
(*) Only asked in
Spring 2018
Open questions
● Which social performance/behavioral information
should be open to the students?
● In which way should this social information be open?
In which level of granularity?
● In which context should we open this? Always or in
specific periods of time? Whole class’ information or
only a specific subgroup’s information?
?
What’s next?
Student modeling from reading
behavior
Embed personalized learning content
recommendations (e.g. videos,
interactive activities)
+
Visual explanation of
recommendations based on the
Deeper students’
behavior analysis
Better understanding of
visualization effect

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Reading Mirror: Social Navigation and Social Comparison for Electronic Textbooks

  • 1. Reading Mirror: Social Navigation and Social Comparison for Electronic Textbooks Jordan Barria-Pineda, Peter Brusilovsky, Daqing He University of Pittsburgh, USA Workshop on Intelligent Textbooks @ AIED’19
  • 2. Background Attempts on modernizing digital textbooks: ● Recommendation of relevant external content ● Concept-mapping activities ● Social annotations ● Embedded interactive learning activities
  • 3. Proposed Approach Extend electronic textbooks with progress tracking/social visualization Mirrored icicle plot (- Easy-to-compare - Space efficient)
  • 6. Classroom studies Information Retrieval class at Univ. of Pittsburgh (graduate level) 2 classrooms: ● Spring 2018 (39 students) ● Fall 2018 (41 students) Social Comparison (SC) enabled
  • 7. Preliminary results (1) Sustained difference between two classroom studies Hypothesis: Social Comparison (SC) takes a significant amount of time to have an effect on students
  • 8. Preliminary results (2) (*) Only asked in Spring 2018
  • 9. Open questions ● Which social performance/behavioral information should be open to the students? ● In which way should this social information be open? In which level of granularity? ● In which context should we open this? Always or in specific periods of time? Whole class’ information or only a specific subgroup’s information? ?
  • 10. What’s next? Student modeling from reading behavior Embed personalized learning content recommendations (e.g. videos, interactive activities) + Visual explanation of recommendations based on the Deeper students’ behavior analysis Better understanding of visualization effect

Editor's Notes

  1. (such videos, Wikipedia articles, etc.)
  2. Social visualization: a technology that uses behavior of past users to guide future reader This extension was motivated by our studies of social comparison interfaces in educational contexts [10, 4], which demonstrated that social comparison (SC) features could act as a motivator for students engagement and enable stronger students to act as guidance for weaker students.
  3. Hypothesis: The effect of the social comparison on improving students success rate on answering quizzes takes more than 3 weeks in appear