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

EXP：通过无处不在的协作支持技术改善学生的帮助行为

• 批准号: 1912044
• 负责人: Erin Walker
• 金额: $ 42.53万
• 依托单位: University of Pittsburgh
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-20 至 2022-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1912044&HistoricalAwards=false
• 关键词: EXP; Improving; Student; Help; Giving

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.

学生从帮助同伴中受益：帮助者通过向他人解释来提高他们对该领域的知识，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地给予帮助。本研究探讨了学生在学习活动中如何帮助同伴。它还探讨了个性化学习技术的发展，为学生提供个性化的支持，提高他们在活动中的帮助技能。传统的个性化学习技术是“单一服务”的，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。这种单一服务的方法错过了获得学生能力的整体视角和自适应地跟踪学生学习成长的机会。该项目将开发一种名为Ubiquitous Collaboration Support（UbiCoS）的新技术，该技术可以自适应地支持同一个学生在不同的学习工具中提供帮助。UbiCoS应用于三个8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，学生们可以在这里回答世界各地其他学生提出的问题。第三个是一个可教的代理系统，学生解释数学概念的虚拟代理。加强对技术如何促进帮助互动的理解，可以改善中学数学课堂中同伴帮助活动的设计和支持，这将直接影响领域学习，帮助技能和动机。该项目探讨了通过在中学经验中培养帮助话语来扩大对STEM的兴趣的方法。该提案有可能直接影响300多名参与UbiCoS评估和迭代开发的学生，并创建数字化工具，吸引传统上在STEM中代表性不足的学习者。该项目的设计和整合知识的个人学生的模式，帮助跨活动的行动到标准组件的个性化协作支持，包括自动解释的学生互动，专家和学生的模型，和一个支持模块。UbiCoS将分三个阶段进行迭代开发和评估。第一个项目让学生参加讲习班，以帮助设计提供帮助的支助。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，学生的帮助行为，认知和动机过程之间的关系的理解。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理解的教学框架描述的方式自适应帮助给予支持应占认知，动机和课堂因素，因为它们涉及到学生的以往经验。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。

项目成果

Co-Design for Learner Help-Giving Across Physical and Digital Contexts

跨物理和数字环境的学习者帮助共同设计

• 发表时间: 2019
• 期刊: International Conference on Computer-Supported Collaborative Learning
• 作者: Ahmed, Ishrat;Girotto, Victor;Mawasi, Areej;Whitehurst, Amanda;Wylie, Ruth;Walker, Erin
• 通讯作者: Walker, Erin

Investigating Help-Giving Behavior in a Cross-Platform Learning Environment

调查跨平台学习环境中的助人行为

• DOI: 10.1007/978-3-030-23204-7_2
• 发表时间: 2019
• 期刊: International Conference of Artificial Intelligence in Education
• 作者: Ahmed, Ishrat;Mawasi, Areej;Wang, Shang;Wylie, Ruth;Bergner, Yoav;Whitehurst, Amanda;Walker, Erin
• 通讯作者: Walker, Erin

Interactive Personas: Towards the Dynamic Assessment of Student Motivation within ITS

交互式角色：ITS 内学生动机的动态评估

• 发表时间: 2021
• 期刊: International Conference of Artificial Intelligence in Education
• 作者: Ahmed, I;Clark, A;Metzger, S;Wylie, R;Bergner, Y;Walker, E.
• 通讯作者: Walker, E.

Moving From Co-Design to Co-Research: Engaging Youth Participation in Guided Qualitative Inquiry

从共同设计转向共同研究：让青年参与引导定性探究

• DOI: 10.1177/16094069221084793
• 发表时间: 2022
• 期刊: International Journal of Qualitative Methods
• 影响因子: 5.4
• 作者: Clark, Adam T.;Ahmed, Ishrat;Metzger, Stefania;Walker, Erin;Wylie, Ruth
• 通讯作者: Wylie, Ruth

Using Design-Based Research to Improve Peer Help-Giving in a Middle School Math Classroom

利用基于设计的研究来改善中学数学课堂上的同伴互助

• 发表时间: 2020
• 期刊: International Conference of the Learning Sciences
• 作者: Mawasi, A.;Ahmed, I.;Walker, E.;Wang, S.;Marasli, Z.;Whitehurst, A.;Wylie, R.
• 通讯作者: Wylie, R.