Contextual Research-Empirical Research--Detecting, Tracking, and Modeling Cognitive, Affective, and Metacognitive Regulatory Processes to Optimize Learning with MetaTutor

情境研究-实证研究--利用 MetaTutor 检测、跟踪和建模认知、情感和元认知调节过程以优化学习

• 批准号: 1157678
• 负责人: Ronald Landis
• 金额: $ 100.22万
• 依托单位: Illinois Institute of Technology
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1157678&HistoricalAwards=false
• 关键词: Contextual; Research; Empirical; Detecting; Tracking

This 3-year project conducts laboratory based experimental research to extend and apply a multiagent intelligent hypermedia-based learning environment to detect, track, and model college students' multiple self-regulatory processes while learning biology. The hypothesis examined by the researchers is that many college students may be hampered in learning biology by their inability to self-regulate themselves. The researchers have developed a Tutor that is expected to provide cognitive, affective, and metacognitive (CAM) support. The proposed research will test experimentally different versions of the Tutor program to examine how self-regulatory processes emerge and the effects of program variations on self-regulatory behaviors.The investigators will conduct experiments in a laboratory with college students in Memphis Tennessee and Montreal, Canada. The experiment will detect, track, and model the CAM processes in college students' learning about a complex biology topic. During the experimental session they will collect data using a remote eye-tracker to record participants' eye gaze, fixations, saccades, and regressions. The participants' verbalizations will be recorded with a headset microphone. They will use a Pressure Mouse to capture the amount of pressure placed on the mouse throughout the activity, and the Body Pressure Measurement System (BPMS) to assess gross body movements. They will revise and develop new pretest and posttest learning measures for the circulatory system which will include approximately 15 multiple-choice questions, 10 inference questions, labeling tasks, and mental model essays. The measures will assess declarative, procedural, inferential, and mental models of the circulatory system. The research investigators will examine several theoretical, empirical, and educational questions about self regulation intended to forge new directions of science learning. The team includes psychologists, computer scientists, psychometricians, and electrical engineers. Methodologies will be incorporated from psychology, education, computer science, and electrical engineering to detect, trace, model, and assess students' CAM self-regulatory processes during learning about a complex and challenging science topic. The proposed research activities are intended to advance the science of learning, methodologies, and quantitative analysis of complex sensing data, and education, research, and evaluation, and demonstrate the power of multi-method research tools, software, and sensing devices capable of analyzing and predicting students' self-regulated learning about complex science topics.

这个为期3年的项目进行实验室为基础的实验研究，扩展和应用多智能体智能超媒体为基础的学习环境，以检测，跟踪和建模大学生的多个自我调节过程，而学习生物学。 研究人员检验的假设是，许多大学生可能因为无法自我调节而阻碍了生物学的学习。研究人员开发了一个导师，预计将提供认知，情感和元认知（CAM）的支持。这项研究将对不同版本的导师项目进行实验测试，以研究自我调节过程是如何出现的，以及项目变化对自我调节行为的影响。研究人员将在田纳西州孟菲斯和加拿大蒙特利尔的一个实验室里对大学生进行实验。 实验将检测，跟踪，并在大学生的CAM过程中学习一个复杂的生物课题建模。在实验过程中，他们将使用远程眼动仪收集数据，记录参与者的眼睛注视，注视，扫视和回归。参与者的言语将用耳机麦克风记录。他们将使用压力鼠标来捕捉整个活动中施加在鼠标上的压力，并使用身体压力测量系统（BPMS）来评估全身运动。 他们将修改和开发新的循环系统的前测和后测学习措施，其中包括大约15个多项选择题，10个推理问题，标记任务和心理模型论文。 这些措施将评估循环系统的陈述性，程序性，推理性和心理模型。研究人员将研究几个理论，经验和教育问题的自我调节旨在打造科学学习的新方向。该团队包括心理学家，计算机科学家，心理测量学家和电气工程师。方法将从心理学，教育，计算机科学和电气工程纳入检测，跟踪，建模和评估学生的CAM自我调节过程中学习一个复杂的和具有挑战性的科学主题。拟议的研究活动旨在推进复杂传感数据的学习，方法和定量分析的科学，以及教育，研究和评估，并展示多方法研究工具，软件和传感设备的力量，能够分析和预测学生对复杂科学主题的自我调节学习。