Abstract
Understanding students’ self-regulated learning (SRL) behaviors in open-ended learning environments (OELEs) is an on-going area of research. Whereas OELEs facilitate use of SRL processes, measuring them reliably is difficult. In this paper, we employ coherence analysis, a recently-developed approach to analyzing students’ problem solving behaviors in OELEs, to study how student behaviors change over time as they use an OELE called Betty’s Brain. Results show interesting patterns in students’ day-to-day transitions, and these results can be used to better understand the individual student’s characteristics and the challenges they face when learning in OELEs.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Land, S., Hannafin, M., Oliver, K.: Student-centered learning environments: Foundations, assumptions and design. In: Jonassen, D., Land, S. (eds.) Theoretical Foundations of Learning Environments, pp. 3–25. Routledge, New York (2012)
Segedy, J.R., Biswas, G., Sulcer, B.: A model-based behavior analysis approach for open-ended environments. The Journal of Educational Technology & Society 17(1), 272–282 (2014)
Zimmerman, B., Schunk, D. (eds.): Handbook of Self-Regulation of Learning and Performance. Routledge, New York (2011)
Bransford, J., Schwartz, D.: Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education 24(1), 61–101 (1999)
Winters, F., Greene, J., Costich, C.: Self-regulation of learning within computer-based learning environments: A critical synthesis. Educational Psychology Review 20(4), 429–444 (2008)
Segedy, J.R., Kinnebrew, J.S., Biswas, G.: Using coherence analysis to characterize self-regulated learning behaviours in open-ended learning environments. Journal of Learning Analytics (in press)
Leelawong, K., Biswas, G.: Designing learning by teaching agents: The Betty’s Brain system. International Journal of Artificial Intelligence in Education 18(3), 181–208 (2008)
Sabourin, J., Shores, L., Mott, B., Lester, J.: Understanding and predicting student self-regulated learning strategies in game-based environments. International Journal of Artificial Intelligence in Education 23, 94–114 (2013)
Baker, R.S., Ocumpaugh, J., Gowda, S.M., Kamarainen, A.M., Metcalf, S.J.: Extending log-based affect detection to a multi-user virtual environment for science. In: Dimitrova, V., Kuflik, T., Chin, D., Ricci, F., Dolog, P., Houben, G.-J. (eds.) UMAP 2014. LNCS, vol. 8538, pp. 290–300. Springer, Heidelberg (2014)
Snow, E.L., Jackson, G.T., McNamara, D.S.: Emergent behaviors in computer-based learning environments: Computational signals of catching up. Computers in Human Behavior 41, 62–70 (2014)
Jain, A., Dubes, R.: Algorithms for clustering data. Prentice Hall, Upper Saddle River (1988)
Brin, S., Motwani, R., Ullman, J.D., Tsur, S.: Dynamic itemset counting and implication rules for market basket data. In: Proceedings of the ACM SIGMOD International Conference on Management of Data, vol. 26(2), pp. 255–264 (1997)
Lehman, B., D’Mello, S., Graesser, A.: Confusion and complex learning during interactions with computer learning environments. The Internet and Higher Education 15(3), 184–194 (2013)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this paper
Cite this paper
Segedy, J.R., Kinnebrew, J.S., Biswas, G. (2015). Coherence Over Time: Understanding Day-to-Day Changes in Students’ Open-Ended Problem Solving Behaviors. In: Conati, C., Heffernan, N., Mitrovic, A., Verdejo, M. (eds) Artificial Intelligence in Education. AIED 2015. Lecture Notes in Computer Science(), vol 9112. Springer, Cham. https://doi.org/10.1007/978-3-319-19773-9_45
Download citation
DOI: https://doi.org/10.1007/978-3-319-19773-9_45
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-19772-2
Online ISBN: 978-3-319-19773-9
eBook Packages: Computer ScienceComputer Science (R0)