Visualising alignment to support students’ judgment of confidence in open learner models
Research output: Contribution to journal › Article › peer-review
Colleges, School and Institutes
Knowledge monitoring is a component of metacognition which can help students regulate their own learning. In adaptive learning software, the system’s model of the student can be presented as an open learner model (OLM) which is intended to enable monitoring processes. We explore how presenting alignment, between students’ self-assessed confidence and the system’s model of the student, supports knowledge monitoring. When students can see their confidence and their performance (either combined within one skill meter or expanded as two separate skill meters), their knowledge monitoring and performance improves, particularly for low-achieving students. These results indicate the importance of communicating the alignment between the system’s evaluation of student performance and student confidence in the correctness of their answers as a means to support metacognitive skills.
|Number of pages||36|
|Journal||User Modelling and User Adapted Interaction|
|Early online date||22 Jan 2020|
|Publication status||Published - 1 Mar 2020|