Student Note-Taking in Narrative-Centered Learning Environments: Individual Differences and Learning Effects

Authors:
Scott W. Mcquiggan;Julius Goth;Eunyoung Ha;Jonathan P. Rowe;James C. Lester
Affiliations:
Department of Computer Science, North Carolina State University, Raleigh NC 27695;Department of Computer Science, North Carolina State University, Raleigh NC 27695;Department of Computer Science, North Carolina State University, Raleigh NC 27695;Department of Computer Science, North Carolina State University, Raleigh NC 27695;Department of Computer Science, North Carolina State University, Raleigh NC 27695
Venue:
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Year:
2008

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Abstract

Note-taking has a long history in educational settings. Previous research has shown that note-taking leads to improved learning and performance on assessment. It was therefore hypothesized that note-taking could play an important role in narrative-centered learning. To investigate this question, a note-taking facility was introduced into a narrative-centered learning environment. Students were able to use the facility to take and review notes while solving a science mystery. In this paper we explore the individual differences of note-takers and the notes they take. Finally, we use machine learning techniques to model the content of student notes to support future pedagogical adaptation in narrative-centered learning environments.