Classifying and visualizing students' cognitive engagement in course readings

Eran Yogev, Y. Gal, David R Karger, M. Facciotti, Michele Igo
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引用次数: 11

Abstract

Reading material has been part of course teaching for centuries, but until recently students' engagement with that reading, and its effect on their learning, has been difficult for teachers to assess. In this article, we explore the idea of examining cognitive engagement---a measure of how deeply a student is thinking about course material, which has been shown to correlate with learning gains---as it varies over different sections of the course reading material. We show that a combination of automatic classification and visualization of cognitive engagement anchored in the text can give teachers---and not only researchers---valuable insight into their students' thinking, suggesting ways to modify their lectures and their course readings to improve learning. We demonstrate this approach with analyzing students' comments in two different courses (Physics and Biology) using the Nota Bene annotation platform.
分类和可视化学生在课程阅读中的认知参与
几个世纪以来,阅读材料一直是课程教学的一部分,但直到最近,教师才很难评估学生对阅读的参与程度及其对学习的影响。在这篇文章中,我们探讨了检查认知参与的想法——一种衡量学生对课程材料思考程度的方法,这已被证明与学习成果相关——因为它在课程阅读材料的不同部分有所不同。我们表明,将文本中的自动分类和认知参与的可视化相结合,可以为教师(不仅是研究人员)提供对学生思维的宝贵见解,并提出修改讲座和课程阅读的方法,以提高学习效果。我们通过使用Nota Bene注释平台分析学生在两门不同课程(物理和生物)中的评论来演示这种方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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