ORA (Round 5) - Facilitating Self-Regulated Learning with Personalized Scaffolds on Student's own Regulation Activities

ORA（第5轮）-通过学生自我调节活动的个性化支架促进自我调节学习

• 批准号: ES/S015701/1
• 负责人: Nigel Goddard
• 金额: $ 44.56万
• 依托单位: University of Edinburgh
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FS015701%2F1
• 关键词: ORA; Round; Facilitating; Self; Regulated

The focus of education is increasingly set on students' ability to regulate their own learning within technology-enhanced learning environments (TELs). Prior research has shown that self-regulated learning (SRL) leads to better learning performance but students often experience difficulties to adequately self-regulate their learning. Instructional scaffolds are a successful method to help learners and consequently improve learning outcomes. However, scaffolds are often standardized and do not adapt to the individual learning process. Learning analytics and machine learning offer an approach to better understand SRL-processes during learning. Yet, current approaches lack validity or require extensive analysis after the learning process. This research collaboration will research how to advance support given to students by i) improving unobtrusive data collection and machine learning techniques to gain better measurement and understanding of SRL-processes and ii) using these new insights to facilitate student's SRL by providing personalized scaffolds. We will reach this goal by investigating and improving trace data in exploratory studies (exploratory study1 and study 2) and using the insight gained from these studies to develop and test personalized scaffolds based on individual learning processes in laboratory (experimental study 3 and study 4) and a subsequent field study (field study 5). Our joint expertise in the fields of self-regulated learning and learning analytics provide superior opportunities to develop and test more powerful adaptive educational technologies.

教育的重点越来越多地放在学生在技术增强的学习环境(TELS)中调节自己学习的能力上。先前的研究表明，自我调节学习(SRL)能带来更好的学习成绩，但学生经常遇到困难，无法充分自我调节他们的学习。教学支架是帮助学习者从而提高学习效果的一种成功方法。然而，支架往往是标准化的，不适应个人的学习过程。学习分析和机器学习提供了一种在学习过程中更好地理解SRL过程的方法。然而，目前的方法缺乏有效性，或者需要在学习过程之后进行广泛的分析。这项研究合作将研究如何通过i)改进隐蔽的数据收集和机器学习技术来更好地测量和理解SRL过程，以及ii)使用这些新的见解通过提供个性化的支架来促进学生的SRL来促进对学生的SRL的支持。我们将通过调查和改进探索性研究(探索性研究1和研究2)中的跟踪数据，并利用从这些研究中获得的洞察力，在实验室(实验研究3和研究4)和随后的实地研究(现场研究5)中开发和测试基于个人学习过程的个性化支架，从而实现这一目标。我们在自主学习和学习分析领域的联合专业知识为开发和测试更强大的自适应教育技术提供了绝佳的机会。

项目成果

Temporal Assessment of Self-Regulated Learning by Mining Students' Think-Aloud Protocols.

• DOI: 10.3389/fpsyg.2021.749749
• 发表时间: 2021
• 期刊: Frontiers in psychology
• 影响因子: 3.8
• 作者: Lim L;Bannert M;van der Graaf J;Molenaar I;Fan Y;Kilgour J;Moore J;Gašević D
• 通讯作者: Gašević D

Towards investigating the validity of measurement of self-regulated learning based on trace data

• DOI: 10.1007/s11409-022-09291-1
• 发表时间: 2022-05-04
• 期刊: METACOGNITION AND LEARNING
• 影响因子: 3.3
• 作者: Fan, Yizhou;van der Graaf, Joep;Gasevic, Dragan
• 通讯作者: Gasevic, Dragan

Towards strengthening links between learning analytics and assessment: Challenges and potentials of a promising new bond

加强学习分析和评估之间的联系：有希望的新纽带的挑战和潜力

• DOI: 10.1016/j.chb.2022.107304
• 发表时间: 2022
• 期刊: Computers in human behavior
• 影响因子: 9.9
• 作者: Gašević, D.;Greiff, S.;Shaffer, D. W.
• 通讯作者: Shaffer, D. W.

Harnessing the potential of trace data and linguistic analysis to predict learner performance in a multi-text writing task

利用跟踪数据和语言分析的潜力来预测学习者在多文本写作任务中的表现

• DOI: 10.1111/jcal.12769
• 发表时间: 2022
• 期刊: Journal of Computer Assisted Learning
• 影响因子: 5
• 作者: Rakovic M

Analyzing Multimodal Multichannel Data about Self-Regulated Learning with Advanced Learning Technologies: Issues and Challenges

• DOI: 10.1016/j.chb.2019.03.025
• 发表时间: 2019-07-01
• 期刊: COMPUTERS IN HUMAN BEHAVIOR
• 影响因子: 9.9
• 作者: Azevedo, Roger;Gasevic, Dragan
• 通讯作者: Gasevic, Dragan