Abstract
Misconceptions have been identified in many subjects. However, there has been less investigation into students’ interest in their misconceptions. This paper presents two independent open learner models used alongside seven university courses to highlight the state of their knowledge to the learner as a starting point for their independent study. Many students used the environments; many had misconceptions identified at some point during their learning; and most of those with misconceptions viewed the statements of their misconceptions. Students were able to use the independent open learner models in a variety of ways to suit their interaction preferences, at different levels of study.
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
Krause, S., Decker, J.C., Nisca, J., Alford, T., Griffin, R.: Identifying Student Misconceptions in Introductory Materials Engineering Classes. In: ASEE Annual Conf., Nashville TN (2003), http://www.foundationcoalition.org/publications/journalpapers/asee2003
Taber, K.S.: Chemistry Lessons for Universities? A Review of Constructivist Ideas. University Chemistry Education 4(2), 63–72 (2000)
Zeilik, M., Schau, C., Mattern, N.: Conceptual Astronomy: Replicating Conceptual Gains, Probing Attitude Changes Across 3 Semesters. American J. of Physics 67(10), 923–927 (1999)
Hirsch, L.S., O’Donnell, A.M.: Representativeness in Statistical Reasoning: Identifying and Assessing Misconceptions. J. of Statistics Education 9(2) (2001), http://www.amstat.org/publications/jse/v9n2/hirsch.html
Scherr, R.E.: Modeling Student Thinking: An Example from Special Relativity. American J. of Physics 75(3), 272–280 (2007)
Engelhardt, P.V., Beichner, R.J.: Students’ Understanding of Direct Current Resistive Electrical Circuits. American J. of Physics 72(1), 98–115 (2004)
Fleury, A.E.: Programming in Java: Student-Constructed Rules. In: Proceedings of 31st SIGCSE Tech. Symposium on Computer Science Education, pp. 197–201. ACM Press, New York (2000)
Michael, J.A., Wenderoth, M.P., Modell, H.I., Cliff, W., Horwitz, B., McHale, P., Richardson, D., Silverthorn, D., Williams, S., Whitescarver, S.: Undergraduates’ Understanding of Cardiovascular Phenomena. Advances in Physiology Education 26(2), 72–84 (2002)
Jameson, A.: Adaptive Interfaces and Agents. In: Jacko, J.A., Sears, A. (eds.) Human-Computer Interaction Handbook, 2nd edn. Lawrence Erlbaum Publishers, Mahwah (2007)
Bull, S., Kay, J.: Student Models that Invite the Learner. The SMILI Open Learner Modelling Framework. Int. J. of Artificial Intelligence in Education 17(2), 89–120 (2007)
Mitrovic, A., Martin, B.: Evaluating the Effect of Open Student Models on Self-Assessment. Int. J. of Artificial Intelligence in Education 17(2), 121–144 (2007)
Weber, G., Brusilovsky, P.: ELM-ART: An Adaptive Versatile System for Web-Based Instruction. Int. J. of Artificial Intelligence in Education 12, 351–384 (2001)
Dimitrova, V.: StyLE-OLM: Interactive Open Learner Modelling. Int. J. of Artificial Intelligence in Education 13(1), 35–78 (2003)
Perez-Marin, D., Pascual-Nieto, I., Alfonseca, E., Rodriguez, P.: Automatically Generated Inspectable Learning Models for Students. In: Luckin, R., Koedinger, K., Greer, J. (eds.) Artificial Intelligence in Education, pp. 632–634. IOS Press, Amsterdam (2007)
De Bra, P., Brusilovsky, P., Houben, G.-J.: Adaptive Hypermedia: From Systems to Framework. ACM Press, New York (1999)
Papanikolaou, K.A., Mabbott, A., Bull, S., Grigoriadou, M.: Designing Learner-Controlled Educational Interactions Based on Learning / Cognitive Style and Learner Behaviour. Interacting with Computers 18(3), 356–384 (2006)
Uruchrutu, E., MacKinnon, L., Rist, R.: User Cognitive Style and Interface Design for Personal, Adaptive Learning. What to Model? In: Ardissono, L., Brna, P., Mitrovic, A. (eds.) User Modeling 2005, pp. 154–163. Springer, Heidelberg (2005)
Bull, S.: Supporting Learning with Open Learner Models. In: Proc. 4th Hellenic Conference: Information and Communication Technologies in Education, Athens, Greece (2004)
Shahrour, G., Bull, S.: Does ’Notice’ Prompt Noticing? In: Nejdl, W., Kay, J., Pu, P., Herder, E. (eds.) AH 2008. LNCS, vol. 5149, pp. 173–182. Springer, Heidelberg (2008)
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 2008 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Bull, S. et al. (2008). Supporting Interaction Preferences and Recognition of Misconceptions with Independent Open Learner Models. In: Nejdl, W., Kay, J., Pu, P., Herder, E. (eds) Adaptive Hypermedia and Adaptive Web-Based Systems. AH 2008. Lecture Notes in Computer Science, vol 5149. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-70987-9_9
Download citation
DOI: https://doi.org/10.1007/978-3-540-70987-9_9
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-70984-8
Online ISBN: 978-3-540-70987-9
eBook Packages: Computer ScienceComputer Science (R0)