Adaptive Learning Module for a Conversational Agent to Support MOOC Learners

Autor/inn/en	González-Castro, Nuria; Muñoz-Merino, Pedro J.; Alario-Hoyos, Carlos; Delgado Kloos, Carlos
Titel	Adaptive Learning Module for a Conversational Agent to Support MOOC Learners
Quelle	In: Australasian Journal of Educational Technology, 37 (2021) 2, S.24-44 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muñoz-Merino, Pedro J.) ORCID (Alario-Hoyos, Carlos) ORCID (Delgado Kloos, Carlos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Online Courses; Learning Modules; Computer Science Education; Programming; Natural Language Processing; Artificial Intelligence; Questioning Techniques; Individualized Instruction; Difficulty Level; Item Response Theory; Usability; Learning Analytics; Visual Aids; Instructional Effectiveness; Computer Assisted Instruction; Video Technology; Open Education + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Learning module; Lernmodul; Computer science lessons; Informatikunterricht; Programmierung; Natürliche Sprache; Künstliche Intelligenz; Befragungstechnik; Fragetechnik; Individualisierender Unterricht; Schwierigkeitsgrad; Item-Response-Theorie; Anschauungsmaterial; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Offene Erziehung; Offener Unterricht
Abstract	Massive open online courses (MOOCs) pose a challenge for instructors when trying to provide personalised support to learners, due to large numbers of registered participants. Conversational agents can be of help to support learners when working with MOOCs. This article presents an adaptive learning module for JavaPAL, a conversational agent that complements a MOOC on Java programming, helping learners review the key concepts of the MOOC. This adaptive learning module adapts the difficulty of the questions provided to learners considering their level of knowledge using item response theory (IRT) and also provides recommendations of video fragments extracted from the MOOC for when learners fail questions. The adaptive learning module for JavaPAL has been evaluated showing good usability and learnability through the system usability scale (SUS), reasonably suitable video fragments recommendations for learners, and useful visualisations generated as part of the IRT-based adaptation of questions for instructors to better understand what is happening in the course, to design exams, and to redesign the course content. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01