Encouraging Online Student Reading with Social Visualization

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A talk at the AIED2013 workshop on learning in groups

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Encouraging Online Student Reading with Social Visualization

  1. 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. 2. Outline   •  Broader  Context   •  Goal   •  Founda8onal  Concepts   •  Our  Approach:  reading  Circle   •  Demo:  Reading  Circle  Prototype  in  Ac8on   – Visualiza8on   – User  Interac8on  
  3. 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. 4. Knowledge  Sea  II  
  5. 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. 6. Progressor     6  
  7. 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. 8. Failed  design:  QuizMap   8  
  9. 9. Reading  Circle:  Goal   To  encourage  [college]  students’  online   reading  by  developing  a  social   visualiza8on  of  students’  reading  progress  
  10. 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. 11. Our  Approach:  Reading  Circle   Social  Naviga8on   Reading  and  Annota8on  Panel   Student’s  Progress  
  12. 12. Demo   hGp://columbus.exp.sis.piG.edu/eRaeder_dev/ chong0213/eRaederV2.php? usr=peterb&grp=testeraeder01&sid=A22F1  
  13. 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. 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. 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. 16. Thanks!   PAWS  Lab   Want  to  know  more  about  us?   hGp://adapt2.sis.piG.edu/wiki/     peterb@piG.edu  

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