Melissa C. Duffy

Using Trace Data to Examine the Complex Roles of Cognitive, Metacognitive, and Emotional Self-Regulatory Processes During Learning with Multi-agent Systems

This chapter emphasizes the importance of using multi-channel trace data to examine the complex roles of cognitive, affective, and metacognitive (CAM) self-regulatory processes deployed by students during learning with multi-agent systems. We argue that tracing these processes as they unfold in real-time is key to understanding how they contribute both individually and together to learning and problem solving. In this chapter we describe MetaTutor (a multi-agent, intelligent hypermedia system) and how it can be used to facilitate learning of complex biological topics and as a research tool to examine the role of CAM processes used by learners. Following a description of the theoretical perspective and underlying assumptions of self-regulated learning (SRL) as an event, we provide empirical evidence from five different trace data, including concurrent think-alouds, eye-tracking, note taking and drawing, log-files, and facial recognition, to exemplify how these diverse sources of data help understand the complexity of CAM processes and their relation to learning. Lastly, we provide implications for future research of advanced leaning technologies (ALTs) that focus on examining the role of CAM processes during SRL with these powerful, yet challenging, technological environments.

To master or perform? Exploring relations between achievement goals and conceptual change learning

BACKGROUND Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. AIMS To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. SAMPLE AND METHOD Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mechanics, and then reported their achievement goals and participated in think-aloud protocols while reading Newtonian physics texts. RESULTS A mastery-approach goal orientation positively predicted deep processing strategies, shallow processing strategies, and conceptual change. In contrast, a performance-approach goal orientation did not predict either of the processing strategies, but negatively predicted conceptual change. A performance-avoidance goal orientation negatively predicted deep processing strategies and conceptual change. Moreover, deep and shallow processing strategies positively predicted conceptual change as well as recall. Finally, both deep and shallow processing strategies mediated relations between mastery-approach goals and conceptual change. CONCLUSION Results provide some support for Dole and Sinatras (1998) Cognitive Reconstruction of Knowledge Model of conceptual change but also challenge specific facets with regard to the role of depth of processing in conceptual change.

Testing the TIDE: Examining the Nature of Students’ Epistemic Beliefs Using a Multiple Methods Approach

The purpose of this study was to empirically scrutinize Muis, Bendixen, and Haerles (2006) Theory of Integrated Domains in Epistemology framework. Secondary, college, undergraduate, and graduate students completed self-reports designed to measure their domain-specific and domain-general epistemic beliefs for mathematics, psychology, and general knowledge, respectively. Following completion of the questionnaires, students participated in an interview that further probed their epistemic beliefs to better understand the nature of their beliefs. Results from our study suggest students’ beliefs across domains are somewhat related but still unique to that particular domain. Moreover, analysis of the interviews revealed that students espouse general knowledge beliefs and domain-specific beliefs. Interestingly, students expressed absolutist beliefs about mathematics, but were multiplist in their stances toward psychology and general knowledge. When asked to provide examples that came to mind when reporting their beliefs, students frequently drew on their classroom experiences to explain why they held specific beliefs. We discuss theoretical implications.

Singers take center stage! Personality traits and stereotypes of popular musicians

Despite some evidence that performing musicians tend to have distinct personality characteristics, there is little understanding of how specific positions in bands might be correlated with certain traits. Moreover, there is the possibility that such correlations are exaggerated via stereotypic social perception. In an online sample of popular musicians (including 87 bassists, 48 drummers, 115 guitarists, and 30 vocalists), we evaluated (a) differences in self-reported personality characteristics along the Big Five dimensions; and (b) perceptions of each kind of musician in terms of social category membership (e.g., “What are guitar players like?”). Singers were significantly more extraverted than bassists, and more open to experience than drummers. Whereas there were few differences among other musicians in self-reported personality, the various categories evinced stereotypes that were moderated by participants’ own positions in the band. For example, bass players were generally seen as the most agreeable band members, but this was especially true in the eyes of the bassists themselves. Results are interpreted with reference to biases associated with social categorization and group membership.

Measuring Emotions in Medical Education: Methodological and Technological Advances Within Authentic Medical Learning Environments

Emotions serve an important role in learning and performance, yet their role in medical education has been largely overlooked. In this chapter, we examine how multiple research methodologies and measures can be used to detect and analyze emotions within authentic medical learning environments. Our goal is to highlight conceptual, methodological, and practical considerations that should be attended to by researchers, educators, and medical professionals interested in examining the role of emotions within medical education. Findings from our literature review and empirical work suggest that appraisal models that treat emotions as multi-componential (e.g., control-value theory) can provide a fruitful framework for examining links between emotions and learning. In terms of measuring emotions, self-report can be useful with respect to scalability and capturing subjective experience, whereas behavioral and physiological measures provide continuous data streams and are less susceptible to cognitive or memory biases. Other factors researchers and health sciences professionals should take into consideration when selecting a measure of emotion include: efficiency; level of granularity; and person-centered versus group-level analyses. Recent work suggests that multiple measures of emotions can be integrated into affect-aware learning technologies to aid instructional design by detecting, tracing, and modeling emotional processes during learning.

A guide for study terminology: Reviewing a fragmented domain.

Decades of research publications on studying in higher education have resulted in a plethora of similar-sounding study terminology and inconsistent use of study terms. This domain is in need of a study lexicon so that researchers can consistently use terms and definitions across and within studies to more clearly define their research. This review discusses frequently used study terms (e.g., strategies, tactics, behavior), discrepancies in their definitions, and their relations to theoretical frameworks. We propose a hierarchy of study terminology based on a review of the study terms used in prior research and discuss implications for future research. Des décennies de publications de recherche sur l’étude de l’enseignement supérieur ont donné lieu à une pléthore de terminologies d’étude similaires sur le plan phonétique et à l’utilisation irrégulière de termes d’étude. Ce secteur a grandement besoin d’un lexique de termes d’étude afin que les chercheurs puissent utiliser de manière uniforme des termes et définitions entre études et au sein d’une même étude pour mieux définir leur recherche. Cet examen se penche sur les termes d’étude fréquemment utilisés (par exemple, les stratégies, tactiques, comportements), les divergences au niveau de leurs définitions et leurs relations avec les cadres théoriques. Nous proposons une hiérarchie de terminologie d’étude basée sur un examen des termes d’étude utilisés dans des recherches antérieures et discutons des implications sur les recherches à venir.

Are intelligent pedagogical agents effective in fostering students' note-taking while learning with a multi-agent adaptive hypermedia environment?

The effectiveness of intelligent virtual pedagogical agents (IVAs) at fostering adaptive note-taking strategies in a hypermedia learning environment was examined. Sixty college students participated in experimental learning sessions with four IVAs. Results revealed the presence of IVAs significantly decreased measurements of quantity and quality of notes. Recommendations are discussed for improving agent design in supporting adaptive note-taking behaviours.