EXP: Improving Student Help-Giving with Ubiquitous Collaboration Support Technology

EXP：通过无处不在的协作支持技术改善学生的帮助行为

• 批准号: 1912044
• 负责人: Erin Walker
• 金额: $ 42.53万
• 依托单位: University of Pittsburgh
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-20 至 2022-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1912044&HistoricalAwards=false
• 关键词: EXP; Improving; Student; Help; Giving

Students benefit from helping their peers: Help-givers improve their knowledge of the domain as a result of trying to explain it to others, and they become more confident in their abilities to solve problems. However, students need guidance to be successful at giving help. This research explores how students give help to their peers as they move between learning activities. It also explores the development of personalized learning technologies to provide students with individualized support that improves their help-giving skills across activities. Traditional personalized learning technologies have been "single-serving," in that they are built for a particular activity and do not leverage a student's other experiences with the domain. This single-serving approach misses the opportunity to gain a holistic perspective of a student's ability and adaptively track a student's growth in learning. This project will develop a new technology, called Ubiquitous Collaboration Support (UbiCoS), that can adaptively support the same student in giving help across different learning tools. UbiCoS is applied to peer help across three 8th grade mathematics activities. The first is a discussion forum integrated with a digital textbook where students answer questions posed by their classmates. The second is an online Q&A forum where students go to answer questions posted by other students around the world. The third is a teachable agent system where students explain mathematics concepts to a virtual agent. Enhanced understanding of how technology can facilitate help-giving interactions could improve how peer help activities are designed and supported in middle school mathematics classrooms, which would directly impact domain learning, help-giving skills, and motivation. This project explores ways to broaden interest in STEM by fostering help-giving discourse in middle school experiences. The proposal has the potential to directly impact over 300 students engaged in the evaluation and iterative development of UbiCoS and create digital tools that engage learners that are traditionally underrepresented in STEM. This project designs and incorporates knowledge about the individual student's pattern of help-giving actions across activities into standard components of personalized collaboration support including automatic interpretation of student interaction, expert and student models, and a support module. UbiCoS will be iteratively developed and evaluated in three phases. The first engages students in workshops to aid in the design of the help-giving support. The second phase conducts design studies to improve understanding of the relationship between the timing and content of adaptive support, student help-giving behaviors, and cognitive and motivational processes. Finally, the third phase consists of a controlled study to evaluate the impact of the support on student outcomes. The results of these user studies will advance understanding of an instructional framework describing the ways adaptive help-giving support should account for cognitive, motivational, and classroom factors as they relate to a student's prior experiences. This research establishes UbiCoS as a new genre of educational technology that can support collaboration in a holistic manner, across different learning activities.

由于试图向他人解释，学生可以从帮助同龄人那里受益：帮助奖励者提高了他们对领域的了解，并且他们对解决问题的能力变得更加自信。但是，学生需要指导才能成功提供帮助。这项研究探讨了学生在学习活动之间移动时如何为同龄人提供帮助。它还探索了个性化学习技术的发展，以为学生提供个性化的支持，从而提高他们在各个活动中提供帮助的技能。传统的个性化学习技术一直是“单次服务”，因为它们是为特定活动而建造的，并且不利用学生在域中的其他经验。这种单次服务方法错过了机会，可以使学生能力的整体观点进行整体观点，并适应学生的学习成长。该项目将开发一种称为无处不在的协作支持（Ubicos）的新技术，可以适应同一学生在不同的学习工具上提供帮助。 Ubicos用于在三个八年级数学活动中的同伴帮助。第一个是与数字教科书集成的讨论论坛，学生回答同学提出的问题。第二个是一个在线问答论坛，学生可以回答世界上其他学生发布的问题。第三个是一个可教剂系统，学生向虚拟代理解释数学概念。加强对技术如何促进帮助提供帮助的互动的理解可以改善在中学数学课堂中设计和支持的同伴帮助活动的方式，这将直接影响领域学习，帮助提供帮助和动力。该项目通过在中学体验中促进帮助提供帮助的话语来探索对STEM扩大兴趣的方法。该提案有可能直接影响参与乌比的评估和迭代发展的300多名学生，并创建数字工具，使传统上代表性不足的学习者吸引了STEM的人数不足。该项目设计并结合了有关个人学生在活动中提供帮助行动模式的知识，以作为个性化协作支持的标准组成部分，包括自动解释学生互动，专家和学生模型以及支持模块。 Ubicos将在三个阶段进行迭代开发和评估。第一批让学生参加研讨会，以帮助设计提供帮助。第二阶段进行设计研究，以提高对适应性支持的时间和内容之间关系，学生帮助行为以及认知和动机过程之间关系之间的关系。最后，第三阶段由一项对照研究组成，以评估支持对学生结果的影响。这些用户研究的结果将提高对教学框架的理解，描述自适应帮助支持的方式应考虑与学生先前的经历有关的认知，动机和课堂因素。这项研究确立了乌比斯（Ubicos）是一种新的教育技术类型，可以在不同的学习活动中以整体方式支持合作。

项目成果

Co-Design for Learner Help-Giving Across Physical and Digital Contexts

跨物理和数字环境的学习者帮助共同设计

• 发表时间: 2019
• 期刊: International Conference on Computer-Supported Collaborative Learning
• 作者: Ahmed, Ishrat;Girotto, Victor;Mawasi, Areej;Whitehurst, Amanda;Wylie, Ruth;Walker, Erin
• 通讯作者: Walker, Erin

Investigating Help-Giving Behavior in a Cross-Platform Learning Environment

调查跨平台学习环境中的助人行为

• DOI: 10.1007/978-3-030-23204-7_2
• 发表时间: 2019
• 期刊: International Conference of Artificial Intelligence in Education
• 作者: Ahmed, Ishrat;Mawasi, Areej;Wang, Shang;Wylie, Ruth;Bergner, Yoav;Whitehurst, Amanda;Walker, Erin
• 通讯作者: Walker, Erin

Interactive Personas: Towards the Dynamic Assessment of Student Motivation within ITS

交互式角色：ITS 内学生动机的动态评估

• 发表时间: 2021
• 期刊: International Conference of Artificial Intelligence in Education
• 作者: Ahmed, I;Clark, A;Metzger, S;Wylie, R;Bergner, Y;Walker, E.
• 通讯作者: Walker, E.

Moving From Co-Design to Co-Research: Engaging Youth Participation in Guided Qualitative Inquiry

从共同设计转向共同研究：让青年参与引导定性探究

• DOI: 10.1177/16094069221084793
• 发表时间: 2022
• 期刊: International Journal of Qualitative Methods
• 影响因子: 5.4
• 作者: Clark, Adam T.;Ahmed, Ishrat;Metzger, Stefania;Walker, Erin;Wylie, Ruth
• 通讯作者: Wylie, Ruth

Using Design-Based Research to Improve Peer Help-Giving in a Middle School Math Classroom

利用基于设计的研究来改善中学数学课堂上的同伴互助

• 发表时间: 2020
• 期刊: International Conference of the Learning Sciences
• 作者: Mawasi, A.;Ahmed, I.;Walker, E.;Wang, S.;Marasli, Z.;Whitehurst, A.;Wylie, R.
• 通讯作者: Wylie, R.