How to provide automated feedback on the writing process? A participatory approach to design writing analytics tools
How to provide automated feedback on the writing process? A participatory approach to design writing analytics tools
复制标题
如何提供写作过程的自动反馈？
DOI：
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发表时间：
2020
影响因子：
7
通讯作者：
Menno van Zaanen
中科院分区：
文献类型：
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作者：
Rianne Conijn;Roberto Martínez;Simon Knight;S. B. Shum;L. Waes;Menno van Zaanen
摘要目前的写作支持工具倾向于评估最终或中间产品，而不是写作过程。然而，诸如击键记录之类的传感技术可以在书写过程中以及在书写过程的各个方面提供自动反馈。尽管有这种潜力，但人们对可用于有效提供这种反馈的关键指标知之甚少。本文提出了一种参与式的方法来确定学生写作过程的指标，这些指标对教育利益相关者有意义，并且可以在未来的系统设计中考虑，以提供自动化的、个性化的反馈。这一方法通过定性研究设计加以说明，其中包括与五个不同利益攸关方群体举行的五次参与性会议：本科生和研究生、教师、写作专家和专业发展人员。结果显示，学生对较低层次的行为指标特别感兴趣，而其他利益相关者则关注较高层次的认知和教学结构。这些发现为今后从对写作过程的深入分析中提取这些更高级别的指标奠定了基础。此外，在术语和讨论指标的层次上存在差异，突出表明需要以人为中心的参与性办法来设计和开发写作分析工具。
Abstract Current writing support tools tend to focus on assessing final or intermediate products, rather than the writing process. However, sensing technologies, such as keystroke logging, can enable provision of automated feedback during, and on aspects of, the writing process. Despite this potential, little is known about the critical indicators that can be used to effectively provide this feedback. This article proposes a participatory approach to identify the indicators of students’ writing processes that are meaningful for educational stakeholders and that can be considered in the design of future systems to provide automated, personalized feedback. This approach is illustrated through a qualitative research design that included five participatory sessions with five distinct groups of stakeholders: bachelor and postgraduate students, teachers, writing specialists, and professional development staff. Results illustrate the value of the proposed approach, showing that students were especially interested in lower-level behavioral indicators, while the other stakeholders focused on higher-order cognitive and pedagogical constructs. These findings lay the groundwork for future work in extracting these higher-level indicators from in-depth analysis of writing processes. In addition, differences in terminology and the levels at which the indicators were discussed, highlight the need for human-centered, participatory approaches to design and develop writing analytics tools.