Analyzing the temporal evolution of students' behaviors in open-ended learning environments
Analyzing the temporal evolution of students' behaviors in open-ended learning environments
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DOI：
10.1007/s11409-014-9112-4
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发表时间：
2014-08-01
影响因子：
3.3
通讯作者：
Biswas, Gautam
中科院分区：
文献类型：
--
作者：
Kinnebrew, John S.;Segedy, James R.;Biswas, Gautam
元认知和自我调节对于在课堂内外发展有效的学习很重要，但新手学习者往往缺乏有效的元认知和自我调节技能。然而，研究人员已经证明，元认知过程可以通过实践和适当的支架来发展。贝蒂的大脑，一个开放式的计算机为基础的学习环境，帮助学生练习他们的认知技能和发展相关的元认知策略，因为他们学习科学主题。在本文中，我们分析了学生的活动序列在一项研究中，比较不同类别的自适应支架贝蒂的大脑。测量学生的认知和元认知过程的分析技术扩展了我们以前的工作，使用序列挖掘方法来发现学生经常使用的行为模式，通过（i）开发一个系统的方法来解释派生的行为模式，使用认知/元认知任务模型和（ii）分析学生的频繁行为模式随时间的演变。我们的研究结果表明，它是可能的，以确定学生的学习行为和分析他们的演变，因为他们在贝蒂的大脑环境中工作。此外，结果表明，学生行为的变化一般与提供的脚手架一致，这表明这些元认知策略可以教中学生在基于计算机的学习环境。
Metacognition and self-regulation are important for developing effective learning in the classroom and beyond, but novice learners often lack effective metacognitive and self-regulatory skills. However, researchers have demonstrated that metacognitive processes can be developed through practice and appropriate scaffolding. Betty's Brain, an open-ended computer-based learning environment, helps students practice their cognitive skills and develop related metacognitive strategies as they learn science topics. In this paper, we analyze students' activity sequences in a study that compared different categories of adaptive scaffolding in Betty's Brain. The analysis techniques for measuring students' cognitive and metacognitive processes extend our previous work on using sequence mining methods to discover students' frequently-used behavior patterns by (i) developing a systematic approach for interpreting derived behavior patterns using a cognitive/metacognitive task model and (ii) analyzing the evolution of students' frequent behavior patterns over time. Our results show that it is possible to identify students' learning behaviors and analyze their evolution as they work in the Betty's Brain environment. Further, the results illustrate that changes in student behavior were generally consistent with the scaffolding provided, suggesting that these metacognitive strategies can be taught to middle school students in computer-based learning environments.