Applying Interactive Open Learner Models to Learning Technical Terminology
UM '01 Proceedings of the 8th International Conference on User Modeling 2001
International Journal of Human-Computer Studies
Student Models that Invite the Learner In: The SMILI:() Open Learner Modelling Framework
International Journal of Artificial Intelligence in Education
Evaluating the Effect of Open Student Models on Self-Assessment
International Journal of Artificial Intelligence in Education
International Journal of Artificial Intelligence in Education
Toward Social Learning Environments
IEEE Transactions on Learning Technologies
IntrospectiveViews: an interface for scrutinizing semantic user models
UMAP'10 Proceedings of the 18th international conference on User Modeling, Adaptation, and Personalization
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
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
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 explores a social extension of open student modeling that we call open social student modeling. We present a specific implementation of this approach that uses parallel IntrospectiveViews to visualize models representing student progress with QuizJET parameterized self-assessment questions for Java programming. The interface allows visualizing not only the student's own model, but also displaying parallel views on the models of their peers and the cumulative model of the entire class or group. The system was evaluated in a semester-long classroom study. While the use of the system was non-mandatory, the parallel IntrospectiveViews interface caused an increase in all of the usage parameters in comparison to a regular portal-based access, which allowed the student to achieve a higher success rate in answering the questions. The collected data offer some evidence that a combination of traditional personalized guidance with social guidance was more effective than personalized guidance alone.