The functions of multiple representations
Computers & Education
User Modeling and User-Adapted Interaction
Evaluating the Effects of Open Student Models on Learning
AH '02 Proceedings of the Second International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Personalizing the Interaction in a Web-based Educational Hypermedia System: the case of INSPIRE
User Modeling and User-Adapted Interaction
Empathic tutoring software agents using real-time eye tracking
Proceedings of the 2006 symposium on Eye tracking research & applications
STyLE-OLM: Interactive Open Learner Modelling
International Journal of Artificial Intelligence in Education - "Caring for the Learner" in honour of John Self
Student Models that Invite the Learner In: The SMILI:() Open Learner Modelling Framework
International Journal of Artificial Intelligence in Education
Using learner focus of attention to detect learner motivation factors
UM'05 Proceedings of the 10th international conference on User Modeling
20000 inspections of a domain-independent open learner model with individual and comparison views
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Student preferences for editing, persuading, and negotiating the open learner model
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Preferences in multiple-view open learner models
EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Hi-index | 0.00 |
Using an eye-tracker, this paper investigates the information that learners visually attend to in their open learner model, and the degree to which this is related to the method of displaying the model to the learner. Participants were fourteen final year undergraduate students using six views of their learner model data. Results suggest some views of the learner model information may be more likely to encourage learners to inspect information about their level of knowledge, whereas in other views attention is directed more towards scanning the view, resulting in a lower proportion of time focussed on knowledge-related data. In some views there was a difference according to whether the learner model view was one of the participants' preferred formats for accessing their learner model information, while in other views there was little difference. This has implications for the design of open learner model views in systems opening the learner model to the learner for different purposes.