The reader's helper: a personalized document reading environment
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Motivation Diagnosis in Intelligent Tutoring Systems
ITS '98 Proceedings of the 4th International Conference on Intelligent Tutoring Systems
Modeling and understanding students' off-task behavior in intelligent tutoring systems
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Intelligent web-based learning system with personalized learning path guidance
Computers & Education
Word Sense Disambiguation for Vocabulary Learning
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Self-assessment in Vocabulary Tutoring
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Supporting the Development of Mobile Adaptive Learning Environments: A Case Study
IEEE Transactions on Learning Technologies
Choosing Reading Passages for Vocabulary Learning by Topic to Increase Intrinsic Motivation
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
IEEE Transactions on Learning Technologies
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
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Self-assessment of motivation: explicit and implicit indicators in L2 vocabulary learning
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
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Self-assessment questionnaires have long been used in tutoring systems to help researchers measure and evaluate various aspects of a student's performance during learning activities. In this paper, we chronicle the efforts made in the REAP project, a language tutor developed to teach vocabulary to ESL students through reading activities, to understand the usefulness of self-assessment questionnaires for gauging knowledge, motivation, and interest. Additionally, we discuss the appropriate use of self-assessment questions and correlations we have found with learning and user behavior.