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Conference Paper: Analysing high-level help-seeking behaviour in ITSs

TitleAnalysing high-level help-seeking behaviour in ITSs
Authors
Issue Date2008
PublisherSpringer Verlag. The Journal's web site is located at http://springerlink.com/content/105633/
Citation
Lecture Notes In Computer Science (Including Subseries Lecture Notes In Artificial Intelligence And Lecture Notes In Bioinformatics), 2008, v. 5149 LNCS, p. 312-315 How to Cite?
AbstractIn this paper, we look at initial results of data mining students' help-seeking behaviour in two ITSs: SQL-Tutor and EER-Tutor. We categorised help given by these tutors into high-level (HLH) and low-level help (LLH), depending on the amount of help given. Each student was grouped into one of ten groups based on the frequency with which they used HLH. Learning curves were then plotted for each group. We asked the question, "Does a student's help-seeking behaviour (especially the frequency with which they use HLH) affect learning?" We noticed similarities between results for both tutors. Students who were very frequent users of HLH showed the lowest learning, both in learning rates and depth of knowledge. Students who were low to medium users of HLH showed the highest learning rates. Least frequent users of HLH had lower learning rates but showed higher depth of knowledge and a lower initial error rate, suggesting higher initial expertise. These initial results could suggest favouring pedagogical strategies that provide low to medium HLH to certain students. © Springer-Verlag Berlin Heidelberg 2008.
Persistent Identifierhttp://hdl.handle.net/10722/179602
ISSN
2005 Impact Factor: 0.402
2015 SCImago Journal Rankings: 0.252
References

 

DC FieldValueLanguage
dc.contributor.authorMathews, Men_US
dc.contributor.authorMitrović, Ten_US
dc.contributor.authorThomson, Den_US
dc.date.accessioned2012-12-19T10:00:08Z-
dc.date.available2012-12-19T10:00:08Z-
dc.date.issued2008en_US
dc.identifier.citationLecture Notes In Computer Science (Including Subseries Lecture Notes In Artificial Intelligence And Lecture Notes In Bioinformatics), 2008, v. 5149 LNCS, p. 312-315en_US
dc.identifier.issn0302-9743en_US
dc.identifier.urihttp://hdl.handle.net/10722/179602-
dc.description.abstractIn this paper, we look at initial results of data mining students' help-seeking behaviour in two ITSs: SQL-Tutor and EER-Tutor. We categorised help given by these tutors into high-level (HLH) and low-level help (LLH), depending on the amount of help given. Each student was grouped into one of ten groups based on the frequency with which they used HLH. Learning curves were then plotted for each group. We asked the question, "Does a student's help-seeking behaviour (especially the frequency with which they use HLH) affect learning?" We noticed similarities between results for both tutors. Students who were very frequent users of HLH showed the lowest learning, both in learning rates and depth of knowledge. Students who were low to medium users of HLH showed the highest learning rates. Least frequent users of HLH had lower learning rates but showed higher depth of knowledge and a lower initial error rate, suggesting higher initial expertise. These initial results could suggest favouring pedagogical strategies that provide low to medium HLH to certain students. © Springer-Verlag Berlin Heidelberg 2008.en_US
dc.languageengen_US
dc.publisherSpringer Verlag. The Journal's web site is located at http://springerlink.com/content/105633/en_US
dc.relation.ispartofLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)en_US
dc.titleAnalysing high-level help-seeking behaviour in ITSsen_US
dc.typeConference_Paperen_US
dc.identifier.emailThomson, D: dthomson@hku.hken_US
dc.identifier.authorityThomson, D=rp00788en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1007/978-3-540-70987-9_42en_US
dc.identifier.scopuseid_2-s2.0-52949129505en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-52949129505&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume5149 LNCSen_US
dc.identifier.spage312en_US
dc.identifier.epage315en_US
dc.publisher.placeGermanyen_US
dc.identifier.scopusauthoridMathews, M=23051395300en_US
dc.identifier.scopusauthoridMitrović, T=25031933800en_US
dc.identifier.scopusauthoridThomson, D=7202586830en_US

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