Abstract
In this paper we present an agent-based architecture to monitor and analyse students’ behaviour while working with a simulation tool. This architecture is based on the blackboard principle and implemented using a TupleSpaces approach. The agents are divided into several groups according to their tasks to maximise autonomy and reusability. This separation was done with the idea of perceive-react-cycles in mind. An implemented example scenario that demonstrates how agents interact in generating meaningful context-aware student feedback is described. The visualisation of the agents’ analysis results facilitates a deeper understanding of the learners’ activities.
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
Chen, Z., Klahr, D.: All other things being equal: Acquisition and transfer of the control of variables strategy. Child Development 70, 1098–1120 (1999)
de Jong, T., van Joolingen, W.R.: Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research 68, 179–201 (1998)
Erman, L.D., Hayes-Roth, F., Lesser, V.R., Reddy, D.R.: The Hearsay-II speech understanding system: integrating knowledge to resolve uncertainty. ACM Comput. Surv. 12(2), 213–253 (1980)
Gelernter, D.: Generative Communication in Linda. ACM Transactions on Programming Languages and Systems 7(1), 80–112 (1985)
Manlove, S.A., Lazonder, A.W., de Jong, T.: Software scaffolds to promote regulation during scientific inquiry learning. Metacognition and Learning 2, 141–155 (2007)
Mayer, R.E.: Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist 59, 14–19 (2004)
Njoo, M., de Jong, T.: Exploratory learning with a computer simulation for control theory: Learning processes and instructional support. Journal of Research in Science Teaching 30, 821–844 (1993)
Tschirgi, J.E.: Sensible reasoning: A hypothesis about hypotheses. Child Development 51, 1–10 (1980)
Veermans, K., van Joolingen, W.R., de Jong, T.: Use of heuristics to facilitate scientific discovery learning in a simulation learning environment in a physics domain. International Journal of Science Education 28, 241–361 (2006)
Weinbrenner, S., Giemza, A., Hoppe, H.U.: Engineering heterogeneous distributed learning environments using TupleSpaces as an architectural platform. In: 7th IEEE International Conference on Advanced Learning Technologies (ICALT 2007), IEEE Computer Society, Los Alamitos (2007)
Wichmann, A., Leutner, D.: Inquiry Learning: multilevel support with respect to inquiry, explanations and regulation during an inquiry cycle. Zeitschrift für Pädagogische Psychologie 23, 117–127 (2009)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Weinbrenner, S., Engler, J., Wichmann, A., Hoppe, U. (2010). Monitoring and Analysing Students’ Systematic Behaviour – The SCY Pedagogical Agent Framework. In: Wolpers, M., Kirschner, P.A., Scheffel, M., Lindstaedt, S., Dimitrova, V. (eds) Sustaining TEL: From Innovation to Learning and Practice. EC-TEL 2010. Lecture Notes in Computer Science, vol 6383. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-16020-2_61
Download citation
DOI: https://doi.org/10.1007/978-3-642-16020-2_61
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-16019-6
Online ISBN: 978-3-642-16020-2
eBook Packages: Computer ScienceComputer Science (R0)