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Dive into the research topics where Claudia Mazziotti is active.

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Featured researches published by Claudia Mazziotti.


artificial intelligence in education | 2018

The Impact of Affect-Aware Support on Learning Tasks that Differ in Their Cognitive Demands

Beate Grawemeyer; Manolis Mavrikis; Claudia Mazziotti; Anouschka van Leeuwen; Nikol Rummel

This paper investigates the effect of affect-aware support on learning tasks that differ in their cognitive demands. We conducted a study with the iTalk2learn platform where students are undertaking fractions tasks of varying difficulty and assigned in one of two groups; one group used the iTalk2learn platform that included the affect-aware support, whereas in the other group the affect-aware support was switched off and support was provided based on students’ performance only. We investigated the hypothesis that affect-aware support has a more pronounced effect when the cognitive demands of the tasks are higher. The results suggest that students that undertook the more challenging tasks were significantly more in-flow and less confused in the group where affect-aware support was provided than students who were supported based on their performance only.


artificial intelligence in education | 2017

Exploring Students’ Affective States During Learning with External Representations

Beate Grawemeyer; Manolis Mavrikis; Claudia Mazziotti; Alice Hansen; Anouschka van Leeuwen; Nikol Rummel

We conducted a user study that explored the relationship between students’ usage of multiple external representations and their affective states during fractions learning. We use the affective states of the student as a proxy indicator for the ease of reasoning with the representation. Extending existing literature that highlights the advantages of learning with multiple external representations, our results indicate that low-performing students have difficulties in reasoning with representations that do not fully accommodate the fraction as a part-whole concept. In contrast, high-performing students were at ease with a range of representations, including the ones that vaguely involved the fraction as part-whole concept.


Archive | 2015

Collaborative or Individual Learning within Productive Failure: Does the Social Form of Learning Make a Difference?

Claudia Mazziotti; Katharina Loibl; Nikol Rummel


In: (pp. pp. 32-40). (2015) | 2015

Robust student knowledge: Adapting to individual student needs as they explore the concepts and practice the procedures of fractions

Claudia Mazziotti; Wayne Holmes; Michael Wiedmann; K Loibp; Nikol Rummel; Manolis Mavrikis; Alice Hansen; Beate Grawemeyer


international conference of learning sciences | 2016

Combining Exploratory Learning With Structured Practice to Foster Conceptual and Procedural Fractions Knowledge

Nikol Rummel; Manolis Mavrikis; Michael Wiedmann; Katharina Loibl; Claudia Mazziotti; Wayne Holmes; Alice Hansen


educational data mining | 2015

A Transfer Learning Approach for Applying Matrix Factorization to Small ITS Datasets.

Lydia Voß; Carlotta Schatten; Claudia Mazziotti; Lars Schmidt-Thieme


european conference on technology enhanced learning | 2014

Employing Speech to Contribute to Modelling and Adapting to Students' Affective States

Beate Grawemeyer; Manolis Mavrikis; Alice Hansen; Claudia Mazziotti; Sergio Gutierrez-Santos


artificial intelligence in education | 2015

Talk, Tutor, Explore, Learn: Intelligent Tutoring and Exploration for Robust Learning

Beate Grawemeyer; Sergio Gutierrez-Santos; Wayne Holmes; Manolis Mavrikis; Nikol Rummel; Claudia Mazziotti; Ruth Janning


international conference of learning sciences | 2016

Comparing students' solutions when learning collaboratively or individually within Productive Failure

Claudia Mazziotti; Nikol Rummel; Anne Deiglmayr


Archive | 2016

It ain't what you do, it's the way that you do it: investigating the effect of students' active and constructive interactions with fractions representations

Claudia Mazziotti; Alice Hansen; Beate Grawemeyer

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