Children's Interactions with Inspectable and Negotiated Learner Models
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Can Students Edit Their Learner Model Appropriately?
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
AH '08 Proceedings of the 5th international conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Does 'Notice' Prompt Noticing? Raising Awareness in Language Learning with an Open Learner Model
AH '08 Proceedings of the 5th international conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Adaptive Navigation Support, Learner Control and Open Learner Models
AH '08 Proceedings of the 5th international conference on Adaptive Hypermedia and Adaptive Web-Based Systems
UMAP '09 Proceedings of the 17th International Conference on User Modeling, Adaptation, and Personalization: formerly UM and AH
Highlighting Learning Across a Degree with an Independent Open Learner Model
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Belief Exploration in a Multiple-Media Open Learner Model for Basic Harmony
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Interaction Preferences and Learning in an Inspectable Learner Model for Language
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
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
Are self-assessments reliable indicators of topic knowledge?
Proceedings of the 73rd ASIS&T Annual Meeting on Navigating Streams in an Information Ecosystem - Volume 47
Open social student modeling: visualizing student models with parallel introspectiveviews
UMAP'11 Proceedings of the 19th international conference on User modeling, adaption, and personalization
Optional finer granularity in an open learner model
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
QuizMap: open social student modeling and adaptive navigation support with TreeMaps
EC-TEL'11 Proceedings of the 6th European conference on Technology enhanced learning: towards ubiquitous learning
Interfaces for inspectable learner models
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
Features of an independent open learner model influencing uptake by university students
UMAP'10 Proceedings of the 18th international conference on User Modeling, Adaptation, and Personalization
Fifteen years of constraint-based tutors: what we have achieved and where we are going
User Modeling and User-Adapted Interaction
Comparative social visualization for personalized e-learning
Proceedings of the International Working Conference on Advanced Visual Interfaces
Preferred features of open learner models for university students
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Motivational social visualizations for personalized e-learning
EC-TEL'12 Proceedings of the 7th European conference on Technology Enhanced Learning
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This paper discusses the simple open student models used in two of our constraint-based tutors, SQL-Tutor and KERMIT, and their effects on self-assessment. The systems present a high-level abstraction of the detailed information contained in the student model, in terms of skill meters representing the student's progress on domain concepts. SQL-Tutor presents the open student model when the student requires it, or when selecting new problems. KERMIT, on the other hand, continuously displays a high-level summary of the student's progress, while more detailed information is available on request. Our results show that even simple open student models can have important positive effects on learning and students' meta-cognitive skills. Students appreciated having access to their models, and they felt this feature contributed to their understanding of the domain. Performance of less able students becomes significantly better than that of their peers of similar abilities without access to their models. We have also seen that open student models can help students learn to select better problems.