The NISPI framework: Analysing collaborative problem-solving from students' physical interactions
The NISPI framework: Analysing collaborative problem-solving from students' physical interactions
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DOI：
10.1016/j.compedu.2017.08.007
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发表时间：
2018-01-01
影响因子：
12
通讯作者：
Mavrikis, Manolis
中科院分区：
文献类型：
--
作者：
Cukurova, Mutlu;Luckin, Rose;Mavrikis, Manolis
合作解决问题（CPS）是现代社会成功的基本技能，也是许多常见的建构主义教学方法的一部分。然而，它在数字和物理学习环境中的有效实施和评估对教育工作者来说是一个挑战。本文提出了一种新颖的方法来识别学生的CPS行为的差异时，他们正在参加面对面的基于实践的学习（PBL）。该数据集基于高中和大学生的手部位置和头部方向数据，可以自动部署现有的多模态学习分析系统。该框架使用学生身体互动的非语言指标（NISPI）来解释学生CPS能力的关键参数。结果表明，NISPI框架可以根据学生的非言语行为数据准确地判断学生的CPS能力水平。研究结果对教育技术的设计、研究和发展具有重要意义。(C)2017爱思唯尔有限公司版权所有
Collaborative problem-solving (CPS) is a fundamental skill for success in modern societies, and part of many common constructivist teaching approaches. However, its effective implementation and evaluation in both digital and physical learning environments are challenging for educators. This paper presents an original method for identifying differences in students' CPS behaviours when they are taking part in face-to-face practice-based learning (PBL). The dataset is based on high school and university students' hand position and head direction data, which can be automated deploying existing multimodal learning analytics systems. The framework uses Nonverbal Indexes of Students' Physical Inter-activity (NISPI) to interpret the key parameters of students' CPS competence. The results show that the NISPI framework can be used to judge students' CPS competence levels accurately based on their non-verbal behaviour data. The findings have significant implications for design, research and development of educational technology. (C) 2017 Elsevier Ltd. All rights reserved.