Abstract
The outbreak of Covid-19 challenged the education system and caused more disconnections than ever between instructors, students, and content. Having instructors use personal information relevant to their students within a lesson would create a more personalized lesson that could resonate with the students and facilitate their participation in the classroom. However, teaching is already a complex and challenging job as teachers must multitask in delivering content and fulfilling students’ needs. To encourage and support instructors to integrate the personal experiences of students during their lessons, we propose an approach based on a speech-recognition-based personal information retrieval pipeline. We designed and developed PRIS, a personalized, real-time teaching support system, as an exemplar of the approach. This paper presents a small-scale within-subjects study comparing the use of PRIS and typical notecards to assess the impact of the proposed approach on teaching. Results showed that the PRIS condition has better usability, imposes lower cognitive load on the teacher, and leads to more frequent personalized teaching behaviors compared to the notecard condition. We discuss the implications for the design of personalized teaching support systems.
Supported by National Science Foundation Grant #1942937 CAREER: Bridging Formal and Everyday Learning through Wearable Technologies: Towards a Connected Learning Paradigm
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This research supported by National Science Foundation Grant #1942937 CAREER: Bridging Formal and Everyday Learning through Wearable Technologies: Towards a Connected Learning Paradigm
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Rao, N., Chu, S.L., Jing, Z., Kuang, H., Tang, Y., Dong, Z. (2022). Exploring Information Retrieval for Personalized Teaching Support. In: Stephanidis, C., Antona, M., Ntoa, S., Salvendy, G. (eds) HCI International 2022 – Late Breaking Posters. HCII 2022. Communications in Computer and Information Science, vol 1655. Springer, Cham. https://doi.org/10.1007/978-3-031-19682-9_25
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DOI: https://doi.org/10.1007/978-3-031-19682-9_25
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