The Impact of Note-Taking on the Learning Process in Intelligent Tutoring System Tutomat

Abstract

Abstract The research investigates how note-taking practice affects the learning process in Tutomat, an intelligent tutoring system. The complete analysis includes (i) the identification of learning analytics variables to describe student-Tutomat interaction; (ii) the description of experimental student groups using learning analytics variables; (iii) data-driven clustering and (iv) the comparison of the experimental groups and revealed clusters. The results show that there is a difference in how a student interacts with Tutomat based on note-taking practice. It is revealed that the note-taking practice can be detected using the proposed learning analytics variables with the prediction accuracy of the clustering approach of 85 %.