Affective learning: improving engagement and enhancing learning with affect-aware feedback

This paper describes the design and ecologically valid evaluation of a learner model that lies at the heart of an intelligent learning environment called iTalk2Learn. A core objective of the learner model is to adapt formative feedback based on students’ affective states. Types of adaptation include what type of formative feedback should be provided and how it should be presented. Two Bayesian networks trained with data gathered in a series of Wizard-of-Oz studies are used for the adaptation process. This paper reports results from a quasi-experimental evaluation, in authentic classroom settings, which compared a version of iTalk2Learn that adapted feedback based on students’ affective states as they were talking aloud with the system (the affect condition) with one that provided feedback based only on the students’ performance (the non-affect condition). Our results suggest that affect-aware support contributes to reducing boredom and off-task behavior, and may have an effect on learning. We discuss the internal and ecological validity of the study, in light of pedagogical considerations that informed the design of the two conditions. Overall, the results of the study have implications both for the design of educational technology and for classroom approaches to teaching, because they highlight the important role that affect-aware modelling plays in the adaptive delivery of formative feedback to support learning

Accounting for multiple impacts of the Common agricultural policies in rural areas: an analysis using a Bayesian networks approach

In evaluating the potential effects of the reforms of the Common Agricultural Policy, a particularly challenging issue is the representation of the complexity of rural systems either in a static or dynamic framework. In this paper we use Bayesian networks, to the best knowledge of the authors, basically ignored by the literature on rural development. The objective of this paper is to discuss the potential use of Bayesian Networks tools to represent the multiple determinants and impacts of the Common Agricultural Policies in rural areas across Europe. The analysis shows the potential use of BNs in terms of representation of the multiple linkages between different components of rural areas and farming systems, though its use as a simulation tool still requires further improvements.Bayesian Networks (BNs), farm-household, multiple outcomes, Agricultural and Food Policy, Q1, Q18,

Modeling peer assessment as a personalized predictor of teacher's grades: The case of OpenAnswer

Questions with open answers are rarely used as e-learning assessment tools because of the resulting high workload for the teacher/tutor that should grade them. This can be mitigated by having students grade each other's answers, but the uncertainty on the quality of the resulting grades could be high. In our OpenAnswer system we have modeled peer-assessment as a Bayesian network connecting a set of sub-networks (each representing a participating student) to the corresponding answers of her graded peers. The model has shown good ability to predict (without further info from the teacher) the exact teacher mark and a very good ability to predict it within 1 mark from the right one (ground truth). From the available datasets we noticed that different teachers sometimes disagree in their assessment of the same answer. For this reason in this paper we explore how the model can be tailored to the specific teacher to improve its prediction ability. To this aim, we parametrically define the CPTs (Conditional Probability Tables) describing the probabilistic dependence of a Bayesian variable from others in the modeled network, and we optimize the parameters generating the CPTs to obtain the smallest average difference between the predicted grades and the teacher's marks (ground truth). The optimization is carried out separately with respect to each teacher available in our datasets, or respect to the whole datasets. The paper discusses the results and shows that the prediction performance of our model, when optimized separately for each teacher, improves against the case in which our model is globally optimized respect to the whole dataset, which in turn improves against the predictions of the raw peer-assessment. The improved prediction would allow us to use OpenAnswer, without teacher intervention, as a class monitoring and diagnostic tool

Towards a quantitative evaluation of the relationship between the domain knowledge and the ability to assess peer work

In this work we present the preliminary results provided by the statistical modeling of the cognitive relationship between the knowledge about a topic a the ability to assess peer achievements on the same topic. Our starting point is Bloom's taxonomy of educational objectives in the cognitive domain, and our outcomes confirm the hypothesized ranking. A further consideration that can be derived is that meta-cognitive abilities (e.g., assessment) require deeper domain knowledge

Learning Bayesian Networks for Student Modeling

In the last decade, there has been a growing interest in using Bayesian Networks (BN) in the student modelling problem. This increased interest is probably due to the fact that BNs provide a sound methodology for this difficult task. In order to develop a Bayesian student model, it is necessary to define the structure (nodes and links) and the parameters. Usually the structure can be elicited with the help of human experts (teachers), but the difficulty of the problem of parameter specification is widely recognized in this and other domains. In the work presented here we have performed a set of experiments to compare the performance of two Bayesian Student Models, whose parameters have been specified by experts and learnt from data respectively. Results show that both models are able to provide reasonable estimations for knowledge variables in the student model, in spite of the small size of the dataset available for learning the parametersUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Effects of network topology on the OpenAnswer’s Bayesian model of peer assessment

The paper investigates if and how the topology of the peer assessment network can affect the performance of the Bayesian model adopted in Ope nAnswer. Performance is evaluated in terms of the comparison of predicted grades with actual teacher’s grades. The global network is built by interconnecting smaller subnetworks, one for each student, where intra subnetwork nodes represent student's characteristics, and peer assessment assignments make up inter subnetwork connections and determine evidence propagation. A possible subset of teacher graded answers is dynamically determined by suitable selec tion and stop rules. The research questions addressed are: RQ1) “does the topology (diameter) of the network negatively influence the precision of predicted grades?”̀ in the affirmative case, RQ2) “are we able to reduce the negative effects of high diameter networks through an appropriate choice of the subset of students to be corrected by the teacher?” We show that RQ1) OpenAnswer is less effective on higher diameter topologies, RQ2) this can be avoided if the subset of corrected students is chosen considering the network topology

Design and Development of an Intelligent Tutoring System for C# Language

Learning programming is thought to be troublesome. One doable reason why students don’t do well in programming is expounded to the very fact that traditional way of learning within the lecture hall adds more stress on students in understanding the Material rather than applying the Material to a true application. For a few students, this teaching model might not catch their interest. As a result, they'll not offer their best effort to grasp the Material given. Seeing however the information is applied to real issues will increase student interest in learning. As a consequence, this may increase their effort to be taught. In the current paper, we try to help students learn C# programming language using Intelligent Tutoring System. This ITS was developed using ITSB authoring tool to be able to help the student learn programming efficiently and make the learning procedure very pleasing. A knowledge base using ITSB authoring tool style was used to represent the student's work and to give customized feedback and support to students