The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Margo Seltzer - One of the best experts on this subject based on the ideXlab platform.
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a crowdsourcing approach to collecting tutorial videos toward Personalized Learning at scale
Learning at Scale, 2017Co-Authors: Jacob Whitehill, Margo SeltzerAbstract:We investigated the feasibility of crowdsourcing full- fledged tutorial videos from ordinary people on the Web on how to solve math problems related to logarithms. This kind of approach (a form of learnersourcing [9, 11]) to efficiently collecting tutorial videos and other Learning resources could be useful for realizing Personalized Learning-at-scale, whereby students receive specific Learning resources -- drawn from a large and diverse set -- that are tailored to their individual and time-varying needs. Results of our study, in which we collected 399 videos from 66 unique "teachers" on Mechanical Turk, suggest that (1) approximately 100 videos -- over 80% of which are mathematically fully correct -- can be crowdsourced per week for $5/video; (2) the average Learning gains (posttest minus pretest score) associated with watching the videos was stat. sig. higher than for a control video (0.105 versus 0.045); and (3) the average Learning gains (0.1416) from watching the best tested crowdsourced videos was comparable to the Learning gains (0.1506) from watching a popular Khan Academy video on logarithms.
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a crowdsourcing approach to collecting tutorial videos toward Personalized Learning at scale
arXiv: Human-Computer Interaction, 2016Co-Authors: Jacob Whitehill, Margo SeltzerAbstract:We investigated the feasibility of crowdsourcing full-fledged tutorial videos from ordinary people on the Web on how to solve math problems related to logarithms. This kind of approach (a form of learnersourcing) to efficiently collecting tutorial videos and other Learning resources could be useful for realizing Personalized Learning-at-scale, whereby students receive specific Learning resources -- drawn from a large and diverse set -- that are tailored to their individual and time-varying needs. Results of our study, in which we collected 399 videos from 66 unique "teachers" on Mechanical Turk, suggest that (1) approximately 100 videos -- over $80\%$ of which are mathematically fully correct -- can be crowdsourced per week for \$5/video; (2) the crowdsourced videos exhibit significant diversity in terms of language style, presentation media, and pedagogical approach; (3) the average Learning gains (posttest minus pretest score) associated with watching the videos was stat.~sig.~higher than for a control video ($0.105$ versus $0.045$); and (4) the average Learning gains ($0.1416$) from watching the best tested crowdsourced videos was comparable to the Learning gains ($0.1506$) from watching a popular Khan Academy video on logarithms.
Chihming Chen - One of the best experts on this subject based on the ideXlab platform.
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ontology based concept map for planning Personalized Learning path
IEEE Conference on Cybernetics and Intelligent Systems, 2008Co-Authors: Chihming Chen, Chijui Peng, Jeryeu ShiueAbstract:Developing Personalized Web-based Learning systems has been an important research issue in the e-Learning field because no fixed Learning pathway will be appropriate for all learners. However, the current most Web-based Learning platforms with Personalized curriculum sequencing tend to emphasize the learnerspsila preferences and interests for the Personalized Learning services, but they fail to consider difficulty levels of course materials, Learning order of prior and posterior knowledge, and learnerspsila abilities while constructing a Personalized Learning path. As a result, these ignored factors easily lead to generating poor quality Learning paths. Generally, learners could generate cognitive overload or fall into cognitive disorientation due to inappropriate curriculum sequencing during Learning processes, thus reducing Learning effect. With advancement of the artificial intelligence technologies, ontology technologies enable a linguistic infrastructure to represent concept relationships between courseware. Ontology can be served as a structured knowledge representation scheme, which can assist the construction of Personalized Learning path. Therefore, this study proposes a novel genetic-based curriculum sequencing scheme based on a generated ontology-based concept map, which can be automatically constructed by a large amount of learnerspsila pre-test results, to plan appropriate Learning paths for individual learners. The experimental results indicated that the proposed approach is indeed capable of creating Learning paths with high quality for individual learners. This will be helpful to learners to learn more effectively and to likely reduce learnerspsila cognitive overloads during Learning processes.
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intelligent web based Learning system with Personalized Learning path guidance
Computer Education, 2008Co-Authors: Chihming ChenAbstract:Personalized curriculum sequencing is an important research issue for web-based Learning systems because no fixed Learning paths will be appropriate for all learners. Therefore, many researchers focused on developing e-Learning systems with Personalized Learning mechanisms to assist on-line web-based Learning and adaptively provide Learning paths in order to promote the Learning performance of individual learners. However, most Personalized e-Learning systems usually neglect to consider if learner ability and the difficulty level of the recommended courseware are matched to each other while performing Personalized Learning services. Moreover, the problem of concept continuity of Learning paths also needs to be considered while implementing Personalized curriculum sequencing because smooth Learning paths enhance the linked strength between Learning concepts. Generally, inappropriate courseware leads to learner cognitive overload or disorientation during Learning processes, thus reducing Learning performance. Therefore, compared to the freely browsing Learning mode without any Personalized Learning path guidance used in most web-based Learning systems, this paper assesses whether the proposed genetic-based Personalized e-Learning system, which can generate appropriate Learning paths according to the incorrect testing responses of an individual learner in a pre-test, provides benefits in terms of Learning performance promotion while Learning. Based on the results of pre-test, the proposed genetic-based Personalized e-Learning system can conduct Personalized curriculum sequencing through simultaneously considering courseware difficulty level and the concept continuity of Learning paths to support web-based Learning. Experimental results indicated that applying the proposed genetic-based Personalized e-Learning system for web-based Learning is superior to the freely browsing Learning mode because of high quality and concise Learning path for individual learners.
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Personalized web based tutoring system based on fuzzy item response theory
Expert Systems With Applications, 2008Co-Authors: Chihming Chen, Lingjiun DuhAbstract:With the rapid growth of computer and Internet technologies, e-Learning has become a major trend in the computer assisted teaching and Learning field. Previously, many researchers put effort into e-Learning systems with Personalized Learning mechanism to aid on-line Learning. However, most systems focus on using learner's behaviors, interests, and habits to provide Personalized e-Learning services. These systems commonly neglect to consider if learner ability and the difficulty level of the recommended courseware are matched to each other. Frequently, unsuitable courseware causes learner's cognitive overload or disorientation during Learning. To promote Learning effectiveness, our previous study proposed a Personalized e-Learning system based on Item response theory (PEL-IRT), which can consider both course material difficulty and learner ability evaluated by learner's crisp feedback responses (i.e. completely understanding or not understanding answer) to provide Personalized Learning paths for individual learners. The PEL-IRT cannot estimate learner ability for Personalized Learning services according to learner's non-crisp responses (i.e. uncertain/fuzzy responses). The main problem is that learner's response is not usually belonging to completely understanding or not understanding case for the content of learned courseware. Therefore, this study developed a Personalized intelligent tutoring system based on the proposed fuzzy item response theory (FIRT), which could be capable of recommending courseware with suitable difficulty levels for learners according to learner's uncertain/fuzzy feedback responses. The proposed FIRT can correctly estimate learner ability via the fuzzy inference mechanism and revise estimating function of learner ability while the learner responds to the difficulty level and comprehension percentage for the learned courseware. Moreover, a courseware modeling process developed in this study is based on a statistical technique to establish the difficulty parameters of courseware for the proposed Personalized intelligent tutoring system. Experiment results indicate that applying the proposed FIRT to web-based Learning can provide better Learning services for individual learners than our previous study, thus helping learners to learn more effectively.
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Personalized curriculum sequencing utilizing modified item response theory for web based instruction
Expert Systems With Applications, 2006Co-Authors: Chihming Chen, Chaoyu Liu, Meihui ChangAbstract:Curriculum sequencing is an important research issue for Web-based instruction systems because no fixed Learning pathway will be appropriate for all learners. Therefore, many researchers focused on developing e-Learning systems with Personalized Learning mechanism to assist on-line Web-based Learning and adaptively provide Learning pathways. However, although most Personalized systems consider learner preferences, interests and browsing behavior in providing Personalized curriculum sequencing services, these systems usually neglect to consider whether learner ability and the difficulty level of the recommended courseware are matched to each other or not. Generally, inappropriate courseware leads to learner cognitive overload or disorientation during Learning, thus reducing Learning effect. Besides, the problem of concept continuity of Learning pathways also needs to be considered while implementing Personalized curriculum sequencing. Smoother Learning pathways increase Learning effect, avoiding unnecessarily difficult concepts. This paper presents a prototype of Personalized Web-based instruction system (PWIS) based on the proposed modified Item Response Theory (IRT) to perform Personalized curriculum sequencing through simultaneously considering courseware difficulty level, learner's ability and the concept continuity of Learning pathways during Learning. In the proposed modified IRT, the information function is revised to consider the concept continuity of Learning pathway as well as considering the difficulty level of courseware and individual learner ability. Experiment results indicate that applying the proposed modified IRT for Web-based Learning can construct suitable Learning pathway to learners for Personalized Learning, and help them to learn more effectively.
Ka Keung Hui - One of the best experts on this subject based on the ideXlab platform.
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An Adaptive User Interface Based on Personalized Learning
Intelligent Systems IEEE, 2003Co-Authors: Jiming Liu, Chi Kuen Wong, Ka Keung HuiAbstract:This adaptive user interface provides individualized, just-in-time assistance to users by recording user interface events and frequencies, organizing them into episodes, and automatically deriving patterns. It also builds, maintains, and makes suggestions based on user profiles.
Jacob Whitehill - One of the best experts on this subject based on the ideXlab platform.
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a crowdsourcing approach to collecting tutorial videos toward Personalized Learning at scale
Learning at Scale, 2017Co-Authors: Jacob Whitehill, Margo SeltzerAbstract:We investigated the feasibility of crowdsourcing full- fledged tutorial videos from ordinary people on the Web on how to solve math problems related to logarithms. This kind of approach (a form of learnersourcing [9, 11]) to efficiently collecting tutorial videos and other Learning resources could be useful for realizing Personalized Learning-at-scale, whereby students receive specific Learning resources -- drawn from a large and diverse set -- that are tailored to their individual and time-varying needs. Results of our study, in which we collected 399 videos from 66 unique "teachers" on Mechanical Turk, suggest that (1) approximately 100 videos -- over 80% of which are mathematically fully correct -- can be crowdsourced per week for $5/video; (2) the average Learning gains (posttest minus pretest score) associated with watching the videos was stat. sig. higher than for a control video (0.105 versus 0.045); and (3) the average Learning gains (0.1416) from watching the best tested crowdsourced videos was comparable to the Learning gains (0.1506) from watching a popular Khan Academy video on logarithms.
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a crowdsourcing approach to collecting tutorial videos toward Personalized Learning at scale
arXiv: Human-Computer Interaction, 2016Co-Authors: Jacob Whitehill, Margo SeltzerAbstract:We investigated the feasibility of crowdsourcing full-fledged tutorial videos from ordinary people on the Web on how to solve math problems related to logarithms. This kind of approach (a form of learnersourcing) to efficiently collecting tutorial videos and other Learning resources could be useful for realizing Personalized Learning-at-scale, whereby students receive specific Learning resources -- drawn from a large and diverse set -- that are tailored to their individual and time-varying needs. Results of our study, in which we collected 399 videos from 66 unique "teachers" on Mechanical Turk, suggest that (1) approximately 100 videos -- over $80\%$ of which are mathematically fully correct -- can be crowdsourced per week for \$5/video; (2) the crowdsourced videos exhibit significant diversity in terms of language style, presentation media, and pedagogical approach; (3) the average Learning gains (posttest minus pretest score) associated with watching the videos was stat.~sig.~higher than for a control video ($0.105$ versus $0.045$); and (4) the average Learning gains ($0.1416$) from watching the best tested crowdsourced videos was comparable to the Learning gains ($0.1506$) from watching a popular Khan Academy video on logarithms.
Scarlett R Miller - One of the best experts on this subject based on the ideXlab platform.
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can eye tracking be used to predict performance improvements in simulated medical training a case study in central venous catheterization
Proceedings of the International Symposium of Human Factors and Ergonomics in Healthcare. International Symposium of Human Factors and Ergonomics in H, 2019Co-Authors: Hong En Chen, David F Pepley, Cheyenne C Sonntag, David C Han, Jason Z Moore, Rucha R Bhide, Scarlett R MillerAbstract:Manikins have traditionally been used to train ultrasound-guided Central Venous Catheterization (CVC), but are static in nature and require an expert observer to provide feedback. As a result, virtual simulation and Personalized Learning has been increasingly adopted in medical education to efficiently provide quantitative feedback. The Dynamic Haptic Robotic Trainer (DHRT) trains surgical residents in CVC needle insertions by simulating various patient profiles and presenting Personalized feedback on objective performance. However, no studies have examined the Learning gains of the Personalized Learning feedback or the relation of feedback to what the user is focusing on during the training. Thus, this study was developed to determine the effectiveness of the current Personalized Learning interface through a long-term investigation with 7 surgical residents. The eye tracking analysis showed that residents spent significantly more time fixated on percent aspiration throughout the study; the more time participants spent looking at the Number of Insertions, Percent Aspiration and the Angle of Insertion on the DHRT GUI, the better they performed on subsequent trials on the DHRT system.
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Personalized Learning in medical education designing a user interface for a dynamic haptic robotic trainer for central venous catheterization
Proceedings of the Human Factors and Ergonomics Society ... Annual Meeting. Human Factors and Ergonomics Society. Annual Meeting, 2017Co-Authors: Mary Yovanoff, David F Pepley, David C Han, Jason Z Moore, Katelin A Mirkin, Scarlett R MillerAbstract:While Virtual Reality (VR) has emerged as a viable method for training new medical residents, it has not yet reached all areas of training. One area lacking such development is surgical residency programs where there are large Learning curves associated with skill development. In order to address this gap, a Dynamic Haptic Robotic Trainer (DHRT) was developed to help train surgical residents in the placement of ultrasound guided Internal Jugular Central Venous Catheters and to incorporate Personalized Learning. In order to accomplish this, a 2-part study was conducted to: (1) systematically analyze the feedback given to 18 third year medical students by trained professionals to identify the items necessary for a Personalized Learning system and (2) develop and experimentally test the usability of the Personalized Learning interface within the DHRT system. The results can be used to inform the design of VR and Personalized Learning systems within the medical community.
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Personalized Learning in medical education designing a user interface for a dynamic haptic robotic trainer for central venous catheterization
Proceedings of the Human Factors and Ergonomics Society ... Annual Meeting. Human Factors and Ergonomics Society. Annual Meeting, 2017Co-Authors: Mary Yovanoff, David F Pepley, Jason Z Moore, Katelin A Mirkin, Scarlett R MillerAbstract:While Virtual Reality (VR) has emerged as a viable method for training new medical residents, it has not yet reached all areas of training. One area lacking such development is surgical residency p...