Stavros N. Demetriadis

The design and the formative evaluation of an adaptive educational system based on cognitive styles

Adaptive Hypermedia Systems (AHS) can be developed to accommodate a variety of individual differences, including learning style and cognitive style. The current research is an attempt to examine some of the critical variables, which may be important in the design of an Adaptive Educational System (AES) based on students cognitive style. Moreover, this paper describes the design issues that were considered for the development of the system that are reported in the relevant literature Throughout the development of the system, formative evaluation was an integral part of the design methodology. The results of the formative evaluation were used to improve our system in order to make the instruction more effective and efficient. Furthermore, the recommendations resulted from the formative evaluation could be seen as some points worth considering from designers of AHS.

The value of adaptivity based on cognitive style : an empirical study

Adaptive Hypermedia Systems can be developed to accommodate a variety of individual differences, including learning style and cognitive style. This study investigates the hypothesis that adaptive hypermedia accommodating cognitive styles can be beneficial for the observed learning outcomes. A prototype system, designed to be adapted to individual cognitive styles, was developed as a case study. In order to evaluate the effectiveness of the prototype system, an empirical study was conducted. This paper presents the results of the summative evaluation of the system. Statistical analyses indicated that students in the experimental group performed significantly better than students in a control group. These findings indicate that student performance is mainly affected by adaptivity based on individual cognitive styles.

Collaborative Learning in OpenSim by Utilizing SLoodle

The paper introduces and proposes a hybrid approach to computer supported collaborative learning. The approach suggests a combined use of the open source systems Moodle and OpenSim through the Sloodle module, in order to facilitate the fruitful execution of the collaborative learning techniques Jigsaw and Fishbowl, and examines their online transferability. In the concluding section, it is surmised that the successful combination of specific approaches and systems can surpass particular shortcomings inherent in their isolated use.

Adaptive Collaboration Scripting: A Conceptual Framework and a Design Case Study

Collaboration scripts are didactic scenarios that guide and support groups of learners in collaborative learning. Adaptive collaboration scripting is the idea that collaboration scripts can be adapted during run time in several of their aspects, to provide learning experiences tailored to individual and group characteristics. In order to build systems that support this type of adaptation, one needs to implement adaptation models that consider both the user characteristics (at individual and/or group level) and the script features. Especially for the latter, it is important to distinguish between ldquointrinsicrdquo and ldquoextrinsicrdquo aspects of the script, identifying what aspects should be considered as non-adaptable core script features and what aspects are negotiable and adaptable. Within this context, the scope of this work is twofold: (a) to provide an introductory conceptual framework for adaptive collaboration scripting, and (b) to present a case study on the design of a Web-based system for supporting the adaptive operation of a ldquopyramidrdquo type collaboration script.

A Configurable Conversational Agent to Trigger Students’ Productive Dialogue: A Pilot Study in the CALL Domain

Conversational agents constitute a specific type of ITSs that has been reportedly proven successful in helping students in one-to-one settings, while recently their impact has also been explored in computer-supported collaborative learning (CSCL). In this work, we present MentorChat, a dialogue-based system that employs a configurable and domain-independent conversational agent for triggering students’ productive dialogue. After a system overview with an emphasis on design rationale and system architecture, we present a pilot study, where the agent is evaluated in the context of the computer-assisted language learning (CALL) domain. Thirty students collaborated in small groups trying to accomplish three different tasks. MentorChat conversational agent supported each group discussion differently in each task providing (a) ‘weak’-directed interventions and/or (b) undirected interventions. The study results indicate that ‘weak’-directed agent interventions can be more effective than undirected interventions by means of increasing the level of explicit reasoning, and thus productive dialogue. Some encouraging results concerning the system usability and user acceptance are also presented.

Enhancing collaborative learning through dynamic forms of support: the impact of an adaptive domain‐specific support strategy

Research on computer-supported collaborative learning (CSCL) has strongly emphasized the value of providing student support of either fixed (e.g. collaboration scripts) or dynamic form (e.g. adaptive supportive interventions). Currently, however, there is not sufficient evidence corroborating the potential of adaptive support methods to improve domain-knowledge acquisition in collaborative activities. Furthermore, available adaptive CSCL systems are difficult to integrate in everyday instruction because most of them are research prototypes. This study investigates the capacity of an adaptive support strategy [implemented in the open source Learning Activity Management System (LAMS) environment] to further improve learning outcomes in the context of a scripted collaborative activity. Thirty-six students collaborated remotely in dyads on a task structured by a collaboration script. Control group dyads worked without any additional support. Treatment dyads were supported by a domain-specific adaptive intervention in the form of reminding prompts. Treatment students outperformed those in the control group in domain knowledge acquisition. Overall, this study provides evidence that (1) adaptive forms of domain-specific support can substantially improve learning in the context of a scripted collaborative activity; and (2) implementing simple forms of adaptive support is feasible and can be easily implemented by instructors in a freely available collaboration support system (such as LAMS).

Adaptation patterns in systems for scripted collaboration

This work presents a prototype method (DeACS) for identifying useful adaptation patterns to be embedded in systems for adaptive collaboration scripting. Collaboration scripts are didactic scenarios that guide and support the collaborative learning activity while adaptive collaboration scripting is the idea that computer-supported collaboration scripts can be adapted during run time, to provide learning experiences tailored to individual and group characteristics. An adaptation pattern is described as a well-defined adaptation process that can be initiated by the system when specific conditions are identified during script implementation. In order to model the proposed method twelve postgraduate students were engaged in a pyramid-type collaboration script and the analysis of the learning experience provided the basis for identifying a number of possible adaptation patterns. The paper discusses also next steps for advancing the design and evaluation of adaptation patterns in systems for scripted collaboration.

Modeling Adaptation Patterns with IMS-LD Specification: A Case Study as a Proof of Concept Implementation

In this paper we present a design case study exemplifying the implementation of the core specification of an Adaptation Pattern (Input, Rules, Model and Output) on the basis of using tools compliant to the IMS-LD modeling language. Research on collaborative learning has emphasized the need for providing flexible yet supportive tools to teachers in order to design collaborative learning tasks. In our work we present a next step in our pattern-based approach demonstrating how educators’ ideas can provide the basis for adaptation patterns which, in turn, can be implemented using IMS-LD. We analyze what is necessary for implementing an adaptation pattern and discuss the benefits of the pattern-based approach. Finally, we highlight what would be important issues toward integrating the adaptation pattern capabilities in LD compliant tools for collaborative learning design.

Research Approaches in Computer-Supported Collaborative Learning

Computer Supported Collaborative Learning CSCL is concerned with how people learn when working and interacting in groups with the assistance of ICTs. The field involves collaboration, computer mediation, online-distance education which raises interesting theoretical considerations regarding the actual studying of learning within CSCL settings. Being a rather interdisciplinary research field in nature, it has a long history of controversy about its theory, methods, and definition. In this editorial, through a quick review of the literature the diversity of issues examined under the CSCL research field becomes obvious. Moreover, an attempt to categorize these research issues is made. In this vein, the four interesting contributions of this Special Issue, regarding theoretical perspectives and issues of research of the field, are introduced. They comply with the distinguished categories, but they open new research borders as well.

Modeling Adaptation Patterns in the Context of Collaborative Learning: Case Studies of IMS-LD Based Implementation

Research on collaborative learning has emphasized the need for providing flexible yet supportive tools to teachers in order to design collaborative learning tasks. In our work we present a next step in our pattern-based approach demonstrating how educators’ ideas can provide the basis for adaptation patterns which, in turn, can be expressed in IMS-LD modeling language. In this paper we present representative and selective design case studies exemplifying the implementation of the core specification of an Adaptation Pattern (Input, Rules, Model and Output) on the basis of using tools compliant to IMS-LD. We analyze what is necessary for implementing an adaptation pattern and discuss the benefits of the pattern-based approach. Finally, we highlight what issues would be important toward integrating the adaptation pattern capabilities in LD compliant tools for collaborative learning design.