Motivating Students in Collaborative Activities with Game-Theoretic Group Recommendations

Autor/inn/en	Papamitsiou, Zacharoula; Economides, Anastasios A.
Titel	Motivating Students in Collaborative Activities with Game-Theoretic Group Recommendations
Quelle	In: IEEE Transactions on Learning Technologies, 13 (2020) 2, S.374-386 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Papamitsiou, Zacharoula) ORCID (Economides, Anastasios A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-1382
DOI	10.1109/TLT.2018.2869582
Schlagwörter	Student Motivation; Cooperative Learning; Game Theory; Educational Resources; Heterogeneous Grouping; Homogeneous Grouping; Persistence; Problem Solving; High School Students; Computer Science Education; Predictor Variables + Suchen Sie Ihr Suchwort? Schulische Motivation; Kooperatives Lernen; Spieltheorie; Bildungsmittel; Homogene Gruppierung; Niveaugruppierung; Streaming; Ausdauer; Problemlösen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computer science lessons; Informatikunterricht; Prädiktor
Abstract	Recommending educational resources to groups of students is a common task in collaborative learning contexts. However, differences in within-group motivational factors might lead to conflicts in students' intention to use the resources. Previous methods fail to achieve high goodness of recommendation for the majority of students in heterogeneous groups. This study demonstrates a game-theoretic solution for recommending educational resources to homogeneous and heterogeneous groups. The group members are the players, the resources comprise the set of possible actions, and selecting those items that will maximize all students' motivation in the collaborative activity is a problem of finding the Nash Equilibrium (NE). In case the NE is Pareto efficient, none of the players can get more payoff (motivation) without decreasing the payoff of any other player, indicating an optimal benefit for the group as a whole. The suggested approach was empirically evaluated in a controlled experiment with a real dataset. The relevance of each delivered item to its corresponding students was explored both from the perspective of the group and its the individual students. The accuracy of the predicted group/individual motivation, the goodness of the ranked list of recommendations, and the problem-solving performance for the treatment group were significantly higher compared to the control groups. Limitations of the approach, as well as future work plans conclude the paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01