Skip to main content

Motivating Students to Enhance Their Knowledge Levels Through Personalized and Scrutable Visual Narratives

Part of the Lecture Notes in Computer Science book series (LNISA,volume 11082)

Abstract

Continuous learning and development have been shown to be directly impacted by poor engagement. With the issue of poor engagement of learners with their course content when using Online Learning Environments (OLEs) still at large, this research aims to analyze the influence that visual narratives could have on encouraging students to study and improve their knowledge levels, and thereby support their continuous learning and development. Interactive and explorable visualizations have been commonly used in OLEs to support students’ continuous learning, development and engagement by highlighting their coverage of course content, presenting the tasks completed and their performance, displaying the students learning model and showing peer comparisons. However, personalized visual narratives that present student knowledge levels which can be scrutinized and challenged have not been used in OLEs to date. The research discussed in this paper shows how personalized and scrutable visual narratives encouraged students, enrolled into an adaptive OLE as part of their undergraduate degree program, to study their course content and subsequently improve their knowledge levels.

Keywords

  • Visualization techniques for learning
  • Personalized E-learning
  • Interactive narrative

This is a preview of subscription content, access via your institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-3-319-98572-5_11
  • Chapter length: 15 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   84.99
Price excludes VAT (USA)
  • ISBN: 978-3-319-98572-5
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD   109.99
Price excludes VAT (USA)
Fig. 1.
Fig. 2.
Fig. 3.
Fig. 4.
Fig. 5.

References

  1. Kuh, G.D.: Assessing what really matters to student learning inside the national survey of student engagement. Change: Mag. High. Learn. 33(3), 10–17 (2001)

    CrossRef  Google Scholar 

  2. Berin, J.: Use Of MOOCs And Online Education Is Exploding: Here’s Why. https://www.forbes.com/sites/joshbersin/2016/01/05/use-of-moocs-and-online-education-is-exploding-heres-why/#799ccaa67649. Accessed 02 Apr 2018

  3. Jordan, K.: Initial trends in enrolment and completion of massive open online courses. Int. Rev. Res. Open Distrib. Learn. 15(1), 33–160 (2014)

    Google Scholar 

  4. Yousuf, B., Conlan O.: Supporting student engagement through explorable visual narratives. IEEE Trans. Learn. Technol. 1 (2017). https://doi.org/10.1109/TLT.2017.2722416

    CrossRef  Google Scholar 

  5. Dixson, M.D.: Measuring Student engagement in the online course: the online student engagement scale (OSE). Online Learn. 19(4) (2015)

    Google Scholar 

  6. Arroyo, I., Ferguson, K., Johns, J., Dragon, T., Meheranian, H., Fisher, D., Barto, A., Mahadevan, S., Woolf, B.P.: Repairing disengagement with non-invasive interventions. In: Artificial Intelligence in Education: Building Technology Rich Learning Contexts that Work, AIED, vol. 2007, pp. 195–202 (2007)

    Google Scholar 

  7. Young, S., Duncan, H.E.: Online and face-to-face teaching: How do student ratings differ? J. Online Learn. Teach. 10(1), 70 (2014)

    Google Scholar 

  8. Card, S.K., Mackinlay, J.D., Shneiderman, B.: Readings in Information Visualization: Using Vision to Think. Morgan Kaufmann, Burlington (1999)

    Google Scholar 

  9. Govaerts, S., Verbert, K., Duval, E., Pardo, A.: The student activity meter for awareness and self-reflection. In: Proceedings of the 2012 ACM Annual Conference Extended Abstracts on Human Factors in Computing Systems, pp. 869–884. ACM (2012)

    Google Scholar 

  10. Kump, B., Seifert, C., Beham, G., Lindstaedt, S.N., Ley, T.: Seeing what the system thinks you know: visualizing evidence in an open learner model. In: Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, pp. 153–157 (2012)

    Google Scholar 

  11. Loboda, T.D., Guerra, J., Hosseini, R., Brusilovsky, P.: Mastery grids: an open source social educational progress visualization. In: Rensing, C., de Freitas, S., Ley, T., Muñoz-Merino, Pedro J. (eds.) EC-TEL 2014. LNCS, vol. 8719, pp. 235–248. Springer, Cham (2014). https://doi.org/10.1007/978-3-319-11200-8_18

    CrossRef  Google Scholar 

  12. Lonn, S., Aguilar, S.J., Teasley, S.D.: Investigating student motivation in the context of a learning analytics intervention during a summer bridge program. Comput. Hum. Behav. 47, 90–97 (2015)

    CrossRef  Google Scholar 

  13. Lee, B., Kazi, R.H., Smith, G.: SketchStory: telling more engaging stories with data through freeform sketching. IEEE Trans. Vis. Comput. Graph, 19(12), 2416–2425 (2013)

    CrossRef  Google Scholar 

  14. Tableau (2018). http://www.tableau.com

  15. Satyanarayan, A., Heer, J.: Authoring narrative visualizations with ellipsis. Comput. Graph. Forum 33(3), 361–370 (2014)

    CrossRef  Google Scholar 

  16. New York times. http://nyti.ms/sFYztk. Accessed 08 June 2017

  17. The Financial Times. http://www.ft.com/cms/s/0/663b649e-b7e6-11de-8ca9-00144feab49a.html. Accessed 19 Feb 2016

  18. Yousuf, B., Conlan, O.: VisEN: motivating learner engagement through explorable visual narratives. In: Conole, G., Klobučar, T., Rensing, C., Konert, J., Lavoué, É. (eds.) EC-TEL 2015. LNCS, vol. 9307, pp. 367–380. Springer, Cham (2015). https://doi.org/10.1007/978-3-319-24258-3_27

    CrossRef  Google Scholar 

  19. Staikopoulos, A., O’Keeffe, I., Rafter, R., Walsh, E., Yousuf, B., Conlan, O., Wade, V.: AMASE: a framework for composing adaptive and personalised learning activities on the web. In: Popescu, E., Li, Q., Klamma, R., Leung, H., Specht, M. (eds.) ICWL 2012. LNCS, vol. 7558, pp. 190–199. Springer, Heidelberg (2012). https://doi.org/10.1007/978-3-642-33642-3_20

    CrossRef  Google Scholar 

  20. Arnold, K.E., Pistilli, M.D.: Course signals at Purdue. In: Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, pp. 267–270. ACM (2012)

    Google Scholar 

  21. Charleer, S., Odriozola, S., Luis, J., Klerkx J., Duval, E.: LARAe: Learning analytics reflection & awareness environment. In: CEUR Workshop Proceedings, vol. 1238, pp. 85–87. CEUR-WS (2014)

    Google Scholar 

  22. Grann, J., Bushway, D.: Competency map: visualizing student learning to promote student success. In: Proceedings of the Fourth International Conference on Learning Analytics and Knowledge, pp. 168–172. ACM (2014)

    Google Scholar 

  23. Santos, J.L., Govaerts, S., Verbert, K., Duval, E.: Goal-oriented visualizations of activity tracking. In: Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, pp. 143–152. ACM (2012)

    Google Scholar 

  24. Santos, J.L., Verbert, K., Govaerts, S., Duval, E.: Addressing learner issues with StepUp! In: Proceedings of the Third International Conference on Learning Analytics and Knowledge, pp. 14–22. ACM (2013)

    Google Scholar 

  25. Ruipérez-Valiente, José A., Muñoz-Merino, P.J., Kloos, C.D.: A demonstration of ALAS-KA: a learning analytics tool for the khan academy platform. In: Rensing, C., de Freitas, S., Ley, T., Muñoz-Merino, P.J. (eds.) EC-TEL 2014. LNCS, vol. 8719, pp. 518–521. Springer, Cham (2014). https://doi.org/10.1007/978-3-319-11200-8_55

    CrossRef  Google Scholar 

  26. Hsiao, I.-H., Bakalov, F., Brusilovsky, P., König-Ries, B.: Progressor: social navigation support through open social student modeling. New Rev. Hypermedia Multimed. 19(2), 112–131 (2013)

    CrossRef  Google Scholar 

  27. Upton, K., Kay, J.: Narcissus: group and individual models to support small group work. In: Houben, G.-J., McCalla, G., Pianesi, F., Zancanaro, M. (eds.) UMAP 2009. LNCS, vol. 5535, pp. 54–65. Springer, Heidelberg (2009). https://doi.org/10.1007/978-3-642-02247-0_8

    CrossRef  Google Scholar 

  28. Bull, S., Gardner, P., Ahmad, N., Ting, J., Clarke, B.: Use and trust of simple independent open learner models to support learning within and across courses. In: Houben, G.-J., McCalla, G., Pianesi, F., Zancanaro, M. (eds.) UMAP 2009. LNCS, vol. 5535, pp. 42–53. Springer, Heidelberg (2009). https://doi.org/10.1007/978-3-642-02247-0_7

    CrossRef  Google Scholar 

  29. Bull, S., Johnson, M.D., Masci, D., Biel, C.: Integrating and visualising diagnostic information for the benefit of learning. In: Reimann, P., Bull, S., Kickmeier-Rust, M., Vatrapu, R., Wasson, B. (eds.) Measuring and Visualizing Learning in the Information-Rich Classroom, p. 167. Routledge, Abingdon (2015)

    Google Scholar 

  30. Bull, S., Dong, X., Britland, M., Guo, Yu.: Can students edit their learner model appropriately? In: Woolf, Beverley P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds.) ITS 2008. LNCS, vol. 5091, pp. 674–676. Springer, Heidelberg (2008). https://doi.org/10.1007/978-3-540-69132-7_74

    CrossRef  Google Scholar 

  31. Czarkowski, M., Kay, J., Potts, S.: Web framework for scrutable adaptation. In: Kay, J., Lum, A., Zapata-Rivera, D. (eds.) Proceedings of Learner Modelling for Reflection to Support Learner Control, Metacognition and Improved Communication, AIED workshop, vol. 11, pp. 11–18 (2005)

    Google Scholar 

  32. Ginon, B., Boscolo, C., Johnson, M.D., Bull, S.: Persuading an open learner model in the context of a university course: an exploratory study. In: Micarelli, A., Stamper, J., Panourgia, K. (eds.) ITS 2016. LNCS, vol. 9684, pp. 307–313. Springer, Cham (2016). https://doi.org/10.1007/978-3-319-39583-8_34

    CrossRef  Google Scholar 

  33. Mabbott, A., Bull, S.: Student preferences for editing, persuading, and negotiating the open learner model. In: Ikeda, M., Ashley, K.D., Chan, T.-W. (eds.) ITS 2006. LNCS, vol. 4053, pp. 481–490. Springer, Heidelberg (2006). https://doi.org/10.1007/11774303_48

    CrossRef  Google Scholar 

  34. Tchetagni, J., Nkambou, R., Bourdeau, J.: Explicit reflection in prolog tutor. Int. J. Artif. Intell. Educ. 17(2), 169–215 (2007)

    Google Scholar 

  35. Thomson, D., Mitrovic, A.: Preliminary evaluation of a negotiable student model in a constraint-based ITS. Res. Pract. Technol. Enhanced Learn. 5(1), 19–33 (2010)

    CrossRef  Google Scholar 

  36. Bull, S.: Negotiated learner modelling to maintain today’s learner models. Res. Pract. Technol. Enhanced Learn. 11(1), 10 (2016)

    CrossRef  Google Scholar 

  37. May, M., George, S., Prévôt, P.: TrAVis to enhance students’ self-monitoring in online learning supported by computer-mediated communication tools. Comput. Inf. Syst. Industr. Manag. Appl. 3, 623–634 (2011)

    Google Scholar 

  38. Sedrakyan, G., Leony, D., Muñoz-Merino, P.J., Kloos, C.D., Verbert, K.: Evaluating student-facing learning dashboards of affective states. In: Lavoué, É., Drachsler, H., Verbert, K., Broisin, J., Pérez-Sanagustín, M. (eds.) EC-TEL 2017. LNCS, vol. 10474, pp. 224–237. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-66610-5_17

    CrossRef  Google Scholar 

  39. Kuosa, K., Distante, D., Tervakari, A., Cerulo, L., Fernández, A., Koro, J., Kailanto, M.: Interactive visualization tools to improve learning and teaching in online learning environments. Int. J. Dist. Educ. Technol. 14(1), 1–21 (2016)

    CrossRef  Google Scholar 

Download references

Acknowledgments

This research is supported by the Science Foundation Ireland through the CNGL program (Grant 12/CE/I2267) in the ADAPT Center (www.adaptcentre.ie) at Trinity College Dublin.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Bilal Yousuf .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and Permissions

Copyright information

© 2018 Springer Nature Switzerland AG

About this paper

Verify currency and authenticity via CrossMark

Cite this paper

Yousuf, B., Staikopoulos, A., Conlan, O. (2018). Motivating Students to Enhance Their Knowledge Levels Through Personalized and Scrutable Visual Narratives. In: Pammer-Schindler, V., Pérez-Sanagustín, M., Drachsler, H., Elferink, R., Scheffel, M. (eds) Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science(), vol 11082. Springer, Cham. https://doi.org/10.1007/978-3-319-98572-5_11

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-98572-5_11

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-98571-8

  • Online ISBN: 978-3-319-98572-5

  • eBook Packages: Computer ScienceComputer Science (R0)