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

学生从帮助同伴中受益：帮助者通过尝试向他人解释该领域的知识来提高他们的知识，并且他们对自己解决问题的能力更加自信。然而，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如何向同龄人提供帮助。它还探索个性化学习技术的开发，为学生提供个性化支持，提高他们在各种活动中的助人技能。传统的个性化学习技术一直是“单一服务”，因为它们是为特定活动而构建的，并且不利用学生在该领域的其他经验。这种单一服务方法错过了全面了解学生能力并适应性跟踪学生学习成长的机会。该项目将开发一种名为“无处不在的协作支持”(UbiCoS) 的新技术，该技术可以自适应地支持同一学生在不同的学习工具上提供帮助。 UbiCoS 适用于三项八年级数学活动的同伴帮助。第一个是与数字教科书集成的讨论论坛，学生可以回答同学提出的问题。第二个是在线问答论坛，学生可以回答世界各地其他学生提出的问题。第三个是可教学代理系统，学生可以向虚拟代理解释数学概念。增强对技术如何促进助人互动的理解可以改善中学数学课堂中同伴帮助活动的设计和支持方式，这将直接影响领域学习、助人技能和动机。该项目探讨了通过在中学经历中培养助人性话语来扩大对 STEM 兴趣的方法。该提案有可能直接影响超过 300 名参与 UbiCoS 评估和迭代开发的学生，并创建数字工具来吸引传统上在 STEM 领域代表性不足的学习者。该项目设计并将有关单个学生跨活动的帮助行为模式的知识纳入个性化协作支持的标准组件中，包括学生交互的自动解释、专家和学生模型以及支持模块。 UbiCoS将分三个阶段进行迭代开发和评估。第一个让学生参加研讨会，以帮助设计提供帮助的支持。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、学生助人行为以及认知和动机过程之间关系的理解。最后，第三阶段包括一项对照研究，以评估支持对学生成绩的影响。这些用户研究的结果将促进对教学框架的理解，该框架描述了适应性帮助支持应考虑与学生先前经历相关的认知、动机和课堂因素的方式。这项研究将 UbiCoS 确立为一种新的教育技术类型，可以支持跨不同学习活动的整体协作。

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.