Abstract
The Learner Model of an Intelligent Tutoring System (ITS) may be made visible (opened) to its users. An Open Learner Model (OLM) may also become a learning resource in its own right, independently of an ITS. OLMs offer potential for learner reflection and support to metacognitive skills such as self-assessment, in addition to improving learner model accuracy. This paper describes an evaluation of an inspectable and a negotiated OLM (one that can be jointly maintained through student-system discussion) in terms of facilitating self-assessment accuracy and modification of model contents. Both inspectable and negotiated models offered significant support to users in increasing the accuracy of self-assessments, and reducing the number and magnitude of discrepancies between system and user beliefs about the user’s knowledge. Negotiation of the model demonstrated further significant improvements.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Bull, S., Pain, H.: Did I Say What I Think I Said, and Do You Agree With Me?: Inspecting and Questioning the Student Model. In: Greer, J. (ed.) World Conference on Artificial Intelligence in Education. AACE, Charlottesville, pp. 501–508 (1995)
Dimitrova, V.: STyLE-OLM: Interactive Open Learner Modelling. International Journal of Artificial Intelligence in Education 13, 35–78 (2003)
Kay, J.: Learner Know Thyself: Student Models to give Learner Control and Responsibility. In: Halim, Z., Ottomann, T., Razak, Z. (eds.) ICCE 1997 International Conference on Computers in Education, Kuching, Malaysia, pp. 17–24 (1997)
Morales, R.: Exploring Participative Learner Modelling and Its Effects on Learner Behaviour. PhD Thesis. University of Edinburgh, Edinburgh (2000)
Zapata-Rivera, J.D., Greer, J.: Externalising Learner Modelling Representations. In: Workshop on External Representations of AIED: Multiple Forms and Multiple Roles. International Conference on Artificial Intelligence in Education, San Antonio, Texas (2001)
Bull, S., Mabbott, A., Gardner, P., Jackson, T., Lancaster, M., Quigley, S., Childs, P.A.: Supporting Interaction Preferences and Recognition of Misconceptions with Independent Open Learner Models. In: Adaptive Hypermedia 2008. Springer, Berlin (2008)
Aleven, V., Koedinger, K.: Limitations of Student Control: Do Students Know When They Need Help?: Intelligent Tutoring Systems, pp. 292–303. Springer, Berlin (2000)
Dewey, J.: How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. D. C. Heath and Company, Boston (1933)
Schön, D.: The Reflective Practitioner: How Professionals Think in Action. Arena. Ash-gate Publishing Limited, Aldershot (1991)
Kolb, D.: The Process of Experiential Learning. In: Kolb, D. (ed.) The Experiential Learning: Experience as the Source of Learning and Development, Prentice-Hall, NJ (1984)
Black, P., Wiliam, D.: Inside the Black Box: Raising Standards Through Classroom Assessment. King’s College London, School of Education, London (1998)
Butler, D.L., Winne, P.H.: Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research 65, 245–281 (1995)
Schoenfeld, A.H.: What’s All the Fuss About Metacognition? In: Schoenfeld, A.H. (ed.) Cognitive Science and Mathematics Education, pp. 189–215. Lawrence Erlbaum, Hillsdale (1987)
Mitrovic, A.: Self-assessment: how good are students at it? In: AIED 2001 Workshop on Assessment Methods in Web-Based Learning Environments & Adaptive Hypermedia, San Antonio, pp. 2–8 (2001)
Mitrovic, A., Martin, B.: Evaluating the Effect of Open Student Models on Self-Assessment. International Journal of Artificial Intelligence in Education 17, 121–144 (2007)
Kerly, A., Ellis, R., Bull, S.: CALMsystem: A Conversational Agent for Learner Modelling. Knowledge Based Systems 21, 238–246 (2008)
Kerly, A., Hall, P., Bull, S.: Bringing Chatbots into Education: Towards Natural Language Negotiation of Open Learner Models. Knowledge Based Systems 20, 177–185 (2006)
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 2008 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Kerly, A., Bull, S. (2008). Children’s Interactions with Inspectable and Negotiated Learner Models. In: Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds) Intelligent Tutoring Systems. ITS 2008. Lecture Notes in Computer Science, vol 5091. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-69132-7_18
Download citation
DOI: https://doi.org/10.1007/978-3-540-69132-7_18
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-69130-3
Online ISBN: 978-3-540-69132-7
eBook Packages: Computer ScienceComputer Science (R0)