A talk at the AIED2013 workshop on learning in groups

1. Reading
Circle
Encouraging
Online
Student
Reading
with
Social
Visualiza8on
J.
Guerra,
D.Parra,
P.Brusilovsky
School
of
Informa8on
Sciences
University
of
PiGsburgh
ISLG
2013
Workshop,
AIEd
2013.
Memphis,
TN,
USA.
Jul
9th
2013

2. Outline
• Broader
Context
• Goal
• Founda8onal
Concepts
• Our
Approach:
reading
Circle
• Demo:
Reading
Circle
Prototype
in
Ac8on
– Visualiza8on
– User
Interac8on

3. Broader
Context
• Learning
in
groups
vs
CSCL?
• Social
Naviga8on
and
Social
Informa8on
Access
– Using
group
informa8on
access
behavior
to
guide
individual
users
to
the
right
content
• Two
streams
of
work
that
contributed
to
the
Reader
Circle
– Social
naviga8on
for
reading
with
Knowledge
Sea
– Social
guidance
for
problems
in
Progressor

4. Knowledge
Sea
II

5. Knowledge
Sea
• Focused
on
group-­‐level
guidance
– Students
do
follow
visual
cues
– Social
visual
cues
help
to
discover
important
pages
– Much
beGer
guidance
to
important
pages
• Discovered
sizeable
increase
of
mo8va8ons
– Students
access
the
system
more
and
do
more
readings
– With
annota8on-­‐based
cues
they
do
more
annota8ons

6. Progressor
6

7. Progressor
• Focused
on
both
guidance
and
engagement
– Social
guidance
on
the
level
of
topics
is
as
good
as
knowledge-­‐based
guidance
– Engagement
is
higher
with
social
guidance
• Lessons
learned
– The
ability
to
see
peer
progress
is
at
least
as
important
as
group
progress
– The
interface
organiza8on
has
to
follow
the
student
percep8on
of
content/course
structure

8. Failed
design:
QuizMap
8

9. Reading
Circle:
Goal
To
encourage
[college]
students’
online
reading
by
developing
a
social
visualiza8on
of
students’
reading
progress

10. Founda8onal
Concepts
• Open
Student
Model:
An
ability
to
view
and
explore
own
progress/knowledge
help
to
reflect
and
plan
• Social
Naviga4on:
“Footprints“
that
can
lead
other
people
to
make
decisions
or
perform
tasks
• Social
Comparison
Theory:
People
tend
to
compare
to
peers.
We
use
it
to
reinforce
produc8ve
behavior

11. Our
Approach:
Reading
Circle
Social
Naviga8on
Reading
and
Annota8on
Panel
Student’s
Progress

12. Demo
hGp://columbus.exp.sis.piG.edu/eRaeder_dev/
chong0213/eRaederV2.php?
usr=peterb&grp=testeraeder01&sid=A22F1

13. ISD
Spring
2013
Survey
• Prototype
implemented
and
used
in
graduate
HCIclass
• Introduced
as
an
“addi8onal”
reading
interface
afer
the
first
5
weeks
of
class
• Survey’s
results:
– 48
students
– 36
students
answered
the
survey
– 11
students
used
the
plakorm,
– One
power
user
joined
early,
read
960
pages
with
RC
– 10
“regular”
students
joined
at
different
stages
reading
72
pages
in
average
(pages
LOADED),
with
S.D.
=
67.09
(min=1,
max=198)

14. Survey
results
Statement
(
1
:
Strongly
agree
/
5:
Strongly
disagree)
Avg
Agreem.
*
Avg
Agreem.
It
is
very
important
for
me
to
visualize
my
reading
ac6vity
2.06
1.89
the
reader
visualiza6on
of
my
progress
is
a
good
approach
to
show
my
reading
progress
2.14
1.44
It
is
very
useful
for
me
to
see
reading
progress
or
other
students
in
my
class.
2.36
2.67
It
is
very
useful
for
me
to
see
the
average
class
reading
progress
and
compare
with
my
progress
2.14
2
The
approach
for
class
and
peer
progress
visualiza6on
in
the
reader
applica6on
is
clear
-­‐
it
and
allowed
me
to
understand
the
progress
or
other
students
and
compare
it
with
my
own
2.08
1.78
It
is
very
useful
for
me
to
compare
my
current
progress
against
past
weeks
progress
2.42
2.33
The
approach
used
in
the
reader
applica6on
for
showing
my
past
progress
is
clear
and
allowed
me
to
have
a
be>er
picture
of
my
reading
progress
1.97
1.78

15. Discussion
• Good
success
for
the
first
aGempt,
about
¼
of
the
class
used
RC
or
switched
to
it
• Posi8ve
feedback
• Comparison
with
peers
not
working
well
with
a
thumbnail
view
– Upda8ng
pair
comparison
• A
challenge
to
see
the
whole
picture
for
a
teacher
– Crea8ng
a
“Table
Lens”
class
view

16. Thanks!
PAWS
Lab
Want
to
know
more
about
us?
hGp://adapt2.sis.piG.edu/wiki/
peterb@piG.edu