Use of automated coding methods to assess motivational behaviour in education

Teachers’ motivational behaviour is related to important student outcomes. Assessing teachers’ motivational behaviour has been helpful to improve teaching quality and enhance student outcomes. However, researchers in educational psychology have relied on self-report or observer ratings. These methods face limitations on accurately and reliably assessing teachers’ motivational behaviour; thus restricting the pace and scale of conducting research. One potential method to overcome these restrictions is automated coding methods. These methods are capable of analysing behaviour at a large scale with less time and at low costs. In this thesis, I conducted three studies to examine the applications of an automated coding method to assess teacher motivational behaviours. First, I systematically reviewed the applications of automated coding methods used to analyse helping professionals’ interpersonal interactions using their verbal behaviour. The findings showed that automated coding methods were used in psychotherapy to predict the codes of a well-developed behavioural coding measure, in medical settings to predict conversation patterns or topics, and in education to predict simple concepts, such as the number of open/closed questions or class activity type (e.g., group work or teacher lecturing). In certain circumstances, these models achieved near human level performance. However, few studies adhered to best-practice machine learning guidelines. Second, I developed a dictionary of teachers’ motivational phrases and used it to automatically assess teachers’ motivating and de-motivating behaviours. Results showed that the dictionary ratings of teacher need support achieved a strong correlation with observer ratings of need support (rfull dictionary = .73). Third, I developed a classification of teachers’ motivational behaviour that would enable more advanced automated coding of teacher behaviours at each utterance level. In this study, I created a classification that includes 57 teacher motivating and de-motivating behaviours that are consistent with self-determination theory. Automatically assessing teachers’ motivational behaviour with automatic coding methods can provide accurate, fast pace, and large scale analysis of teacher motivational behaviour. This could allow for immediate feedback and also development of theoretical frameworks. The findings in this thesis can lead to the improvement of student motivation and other consequent student outcomes

USING DEEP LEARNING-BASED FRAMEWORK FOR CHILD SPEECH EMOTION RECOGNITION

Biological languages of the body through which human emotion can be detected abound including heart rate, facial expressions, movement of the eyelids and dilation of the eyes, body postures, skin conductance, and even the speech we make. Speech emotion recognition research started some three decades ago, and the popular Interspeech Emotion Challenge has helped to propagate this research area. However, most speech recognition research is focused on adults and there is very little research on child speech. This dissertation is a description of the development and evaluation of a child speech emotion recognition framework. The higher-level components of the framework are designed to sort and separate speech based on the speaker’s age, ensuring that focus is only on speeches made by children. The framework uses Baddeley’s Theory of Working Memory to model a Working Memory Recurrent Network that can process and recognize emotions from speech. Baddeley’s Theory of Working Memory offers one of the best explanations on how the human brain holds and manipulates temporary information which is very crucial in the development of neural networks that learns effectively. Experiments were designed and performed to provide answers to the research questions, evaluate the proposed framework, and benchmark the performance of the framework with other methods. Satisfactory results were obtained from the experiments and in many cases, our framework was able to outperform other popular approaches. This study has implications for various applications of child speech emotion recognition such as child abuse detection and child learning robots

AI in Learning: Designing the Future

AI (Artificial Intelligence) is predicted to radically change teaching and learning in both schools and industry causing radical disruption of work. AI can support well-being initiatives and lifelong learning but educational institutions and companies need to take the changing technology into account. Moving towards AI supported by digital tools requires a dramatic shift in the concept of learning, expertise and the businesses built off of it. Based on the latest research on AI and how it is changing learning and education, this book will focus on the enormous opportunities to expand educational settings with AI for learning in and beyond the traditional classroom. This open access book also introduces ethical challenges related to learning and education, while connecting human learning and machine learning. This book will be of use to a variety of readers, including researchers, AI users, companies and policy makers

AI in Learning: Designing the Future

AI (Artificial Intelligence) is predicted to radically change teaching and learning in both schools and industry causing radical disruption of work. AI can support well-being initiatives and lifelong learning but educational institutions and companies need to take the changing technology into account. Moving towards AI supported by digital tools requires a dramatic shift in the concept of learning, expertise and the businesses built off of it. Based on the latest research on AI and how it is changing learning and education, this book will focus on the enormous opportunities to expand educational settings with AI for learning in and beyond the traditional classroom. This open access book also introduces ethical challenges related to learning and education, while connecting human learning and machine learning. This book will be of use to a variety of readers, including researchers, AI users, companies and policy makers

Retrieval-, Distributed-, and Interleaved Practice in the Classroom:A Systematic Review

Three of the most effective learning strategies identified are retrieval practice, distributed practice, and interleaved practice, also referred to as desirable difficulties. However, it is yet unknown to what extent these three practices foster learning in primary and secondary education classrooms (as opposed to the laboratory and/or tertiary education classrooms, where most research is conducted) and whether these strategies affect different students differently. To address these gaps, we conducted a systematic review. Initial and detailed screening of 869 documents found in a threefold search resulted in a pool of 29 journal articles published from 2006 through June 2020. Seventy-five effect sizes nested in 47 experiments nested in 29 documents were included in the review. Retrieval- and interleaved practice appeared to benefit students’ learning outcomes quite consistently; distributed practice less so. Furthermore, only cognitive Student*Task characteristics (i.e., features of the student’s cognition regarding the task, such as initial success) appeared to be significant moderators. We conclude that future research further conceptualising and operationalising initial effort is required, as is a differentiated approach to implementing desirable difficulties

Modelling the relationship between gesture motion and meaning

There are many ways to say “Hello,” be it a wave, a nod, or a bow. We greet others not only with words, but also with our bodies. Embodied communication permeates our interactions. A fist bump, thumbs-up, or pat on the back can be even more meaningful than hearing “good job!” A friend crossing their arms with a scowl, turning away from you, or stiffening up can feel like a harsh rejection. Social communication is not exclusively linguistic, but is a multi-sensory affair. It’s not that communication without these bodily cues is impossible, but it is impoverished. Embodiment is a fundamental human experience. Expressing ourselves through our bodies provides a powerful channel through which we express a plethora of meta-social information. And integral to communication, expression, and social engagement is our utilization of conversational gesture. We use gestures to express extra-linguistic information, to emphasize our point, and to embody mental and linguistic metaphors that add depth and color to social interaction. The gesture behaviour of virtual humans when compared to human-human conversation is limited, depending on the approach taken to automate performances of these characters. The generation of nonverbal behaviour for virtual humans can be approximately classified as either: 1) data-driven approaches that learn a mapping from aspects of the verbal channel, such as prosody, to gestures; or 2) rule bases approaches that are often tailored by designers for specific applications. This thesis is an interdisciplinary exploration that bridges these two approaches, and brings data-driven analyses to observational gesture research. By marrying a rich history of gesture research in behavioral psychology with data-driven techniques, this body of work brings rigorous computational methods to gesture classification, analysis, and generation. It addresses how researchers can exploit computational methods to make virtual humans gesture with the same richness, complexity, and apparent effortlessness as you and I. Throughout this work the central focus is on metaphoric gestures. These gestures are capable of conveying rich, nuanced, multi-dimensional meaning, and raise several challenges in their generation, including establishing and interpreting a gesture’s communicative meaning, and selecting a performance to convey it. As such, effectively utilizing these gestures remains an open challenge in virtual agent research. This thesis explores how metaphoric gestures are interpreted by an observer, how one can generate such rich gestures using a mapping between utterance meaning and gesture, as well as how one can use data driven techniques to explore the mapping between utterance and metaphoric gestures. The thesis begins in Chapter 1 by outlining the interdisciplinary space of gesture research in psychology and generation in virtual agents. It then presents several studies that address presupposed assumptions raised about the need for rich, metaphoric gestures and the risk of false implicature when gestural meaning is ignored in gesture generation. In Chapter 2, two studies on metaphoric gestures that embody multiple metaphors argue three critical points that inform the rest of the thesis: that people form rich inferences from metaphoric gestures, these inferences are informed by cultural context and, more importantly, that any approach to analyzing the relation between utterance and metaphoric gesture needs to take into account that multiple metaphors may be conveyed by a single gesture. A third study presented in Chapter 3 highlights the risk of false implicature and discusses this in the context of current subjective evaluations of the qualitative influence of gesture on viewers. Chapters 4 and 5 then present a data-driven analysis approach to recovering an interpretable explicit mapping from utterance to metaphor. The approach described in detail in Chapter 4 clusters gestural motion and relates those clusters to the semantic analysis of associated utterance. Then, Chapter 5 demonstrates how this approach can be used both as a framework for data-driven techniques in the study of gesture as well as form the basis of a gesture generation approach for virtual humans. The framework used in the last two chapters ties together the main themes of this thesis: how we can use observational behavioral gesture research to inform data-driven analysis methods, how embodied metaphor relates to fine-grained gestural motion, and how to exploit this relationship to generate rich, communicatively nuanced gestures on virtual agents. While gestures show huge variation, the goal of this thesis is to start to characterize and codify that variation using modern data-driven techniques. The final chapter of this thesis reflects on the many challenges and obstacles the field of gesture generation continues to face. The potential for applications of Virtual Agents to have broad impacts on our daily lives increases with the growing pervasiveness of digital interfaces, technical breakthroughs, and collaborative interdisciplinary research efforts. It concludes with an optimistic vision of applications for virtual agents with deep models of non-verbal social behaviour and their potential to encourage multi-disciplinary collaboration

COGNITIVE PRESENCE IN PEER FACILITATED ASYNCHRONOUS ONLINE DISCUSSION: THE PATTERNS AND HOW TO FACILITATE

This study, in the context of peer-facilitated asynchronous online discussion, explored the characteristics and patterns of students’ cognitive presence, and examined the practices that aim to enhance cognitive presence development. Participants were 53 students from a graduate-level online course that focused on the integration of educational technologies. Data were collected from discussion transcripts, student survey, student artifacts, and researcher’s observations. Results demonstrated four phases of students’ cognitive presence: Triggering event, Exploration, Integration, and Resolution. Among the four phases, students’ cognitive presence tended to aggregate at the middle phases: Integration and Exploration. Percentage of the Resolution was very low. The distribution of students’ discussion behaviors further revealed: a) the hierarchical relationship between the four phases: Integration and Resolution involved a higher-level of cognitive engagement, and Triggering event and Exploration involved a lower-level of cognitive engagement; b) the phase of Resolution heavily relied on experiment, while the other three phases heavily relied on making use of personal experience; c) creating of cognitive presence occurred in both the private space of individual activities and the shared space of having dialogues. The conversation analysis of threads and episodes explored the temporal evolvement of cognitive presence. The results showed that, in an ongoing discussion, students’ cognitive presence evolved in a non-linear way, rather than strictly phase by phase as suggested by the PI model. Experiments were designed and conducted to determine the effects of two pedagogical interventions – 1) providing guidance on peer facilitation techniques; 2) asking students to label their posts. The results showed that the Intervention 1 and the combination of two interventions credibly improved students’ cognitive presence. They were especially effective in improving Integration, a higher level of cognitive presence. After having added Intervention 2, cognitive presence increased from the first-half to the second-half semester, although the improvement was not found to be statistically credible. This study confirmed the close association between and among cognitive presence, social interaction, and peer facilitation. The results clearly showed that Intervention 1 – providing guidance on peer facilitation credibly improved students’ social interaction and peer facilitation. However, Mixed findings were obtained for Intervention 2 – asking students to label their posts. It was found that Intervention 2 positively increased students’ social interaction. However, it did not show any impact on students’ peer facilitation behaviors. It is also worth noting that the effect of the combination of two interventions was much larger than any single one of them. Conversation analysis was conducted to zoom in on the dynamic process of discussion. The cases revealed that when students were provided with the guidance on peer facilitation techniques, they tended to use a variety of facilitation techniques in a strategic way to help peers to achieve a sustained and deeper-level conversation. Compared to the control group, the students in the treatment group showed more peer facilitation behaviors, which led to more conversations and more higher-level cognitive presence. This study has unpacked the complexity of students’ cognitive presence in a peer-facilitated discussion environment, especially when students are coached in performing teaching presence. The results shed light on the pedagogical practices and strategies of creating an online learning community that incubates rich cognitive presence. Finally, implications are discussed for the research and practices in online instruction and discussion analytics

The student-produced electronic portfolio in craft education

The authors studied primary school students’ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe