We propose a model for deployment of software tutors. In the model, the first stage of the pre-test-practice post-test evaluation protocol is used to initialize the student model needed for adaptation. In order to keep assessment congruent with learning, the same type of activity is used in all three stages of evaluation, and the software tutor itself is used to administer all three stages of the protocol. In order to minimize time while maximizing learning, post-test is set to adapt to practice, and students are also provided feedback after pre-test activities on which they provide incorrect response. Finally, the software tutor is set up to administer the pre-test-practice-post-test protocol as one seamless integrated session with no discernible breaks between the stages. This model of deployment helps the developer evaluate the effectiveness of the software tutor, helps the student minimize time while maximizing learning and enables the instructor to obtain concept-level summary of what worked and what needs to be reviewed again in the classroom. The deployment model has been implemented in software tutors for programming, called problets (problets.org). We produce quantitative data from three problets used in spring 2013 to illustrate the benefits of the deployment model that accrue to developers, students and instructors.
{"title":"A Model for Deploying Software Tutors","authors":"Amruth N. Kumar","doi":"10.1109/T4E.2014.27","DOIUrl":"https://doi.org/10.1109/T4E.2014.27","url":null,"abstract":"We propose a model for deployment of software tutors. In the model, the first stage of the pre-test-practice post-test evaluation protocol is used to initialize the student model needed for adaptation. In order to keep assessment congruent with learning, the same type of activity is used in all three stages of evaluation, and the software tutor itself is used to administer all three stages of the protocol. In order to minimize time while maximizing learning, post-test is set to adapt to practice, and students are also provided feedback after pre-test activities on which they provide incorrect response. Finally, the software tutor is set up to administer the pre-test-practice-post-test protocol as one seamless integrated session with no discernible breaks between the stages. This model of deployment helps the developer evaluate the effectiveness of the software tutor, helps the student minimize time while maximizing learning and enables the instructor to obtain concept-level summary of what worked and what needs to be reviewed again in the classroom. The deployment model has been implemented in software tutors for programming, called problets (problets.org). We produce quantitative data from three problets used in spring 2013 to illustrate the benefits of the deployment model that accrue to developers, students and instructors.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134146186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yusuke Kometani, Takahito Tomoto, T. Akakura, K. Nagaoka
Many universities conduct student evaluations, with the goal of encouraging improvement in teaching. Evaluations are subjective assessments by students, and do not directly evaluate specific teaching methods or behaviors as being good or bad. Instructors therefore cannot necessarily easily relate evaluations to areas for teaching improvement. To address this issue, we proposed a teaching behavior estimation model that can estimate teaching behaviors from student evaluations of each lesson. In this study, with the goal of identifying correspondences between lesson progress and teaching behaviors, we examine a model for estimating teaching behaviors from real-time student evaluations (evaluations performed during the lesson). In a basic study toward this end, we acquired student evaluations at three points -- 30, 60, and 90 minutes into university lectures -- and investigated correlations between evaluation changes as the lesson progressed and the number of occurrences of teaching behaviors during each part of the lesson. As a result, we identified relations between teaching behaviors that affect student evaluation items as lessons progress.
{"title":"Correlation between Teaching Behavior and Real-Time Student Evaluations","authors":"Yusuke Kometani, Takahito Tomoto, T. Akakura, K. Nagaoka","doi":"10.1109/T4E.2014.25","DOIUrl":"https://doi.org/10.1109/T4E.2014.25","url":null,"abstract":"Many universities conduct student evaluations, with the goal of encouraging improvement in teaching. Evaluations are subjective assessments by students, and do not directly evaluate specific teaching methods or behaviors as being good or bad. Instructors therefore cannot necessarily easily relate evaluations to areas for teaching improvement. To address this issue, we proposed a teaching behavior estimation model that can estimate teaching behaviors from student evaluations of each lesson. In this study, with the goal of identifying correspondences between lesson progress and teaching behaviors, we examine a model for estimating teaching behaviors from real-time student evaluations (evaluations performed during the lesson). In a basic study toward this end, we acquired student evaluations at three points -- 30, 60, and 90 minutes into university lectures -- and investigated correlations between evaluation changes as the lesson progressed and the number of occurrences of teaching behaviors during each part of the lesson. As a result, we identified relations between teaching behaviors that affect student evaluation items as lessons progress.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125777203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
TPFOSSS (Think-Pair Free Open Source Software-Share) is a cooperative learning activity and modified activity of TPS in which free open source software e.g. Parsing Simulator for Compiler Construction or JFLAP simulator for Theory of Computation etc. Can be used in TPS activity. Providing "think time" in TFOSSPS improves quality of student responses. This activity develops skills of sharing information, improves the interaction, listening, asking questions, summarizing others' ideas etc. In this paper, we present how TPFOSSS works, advantages of TPFOSSS over TPS and experimental results. The experiment carried out is two group experimental studies.
TPFOSSS (Think-Pair Free Open Source software - share, Think-Pair Free Open Source software - share)是TPS的一项合作学习活动和修改活动，其中包括编译器构造解析模拟器、计算理论JFLAP模拟器等免费开源软件。可用于TPS活动。在TFOSSPS中提供“思考时间”可以提高学生回答的质量。这个活动培养了分享信息、提高互动、倾听、提问、总结他人想法等技能。本文介绍了TPFOSSS的工作原理、TPFOSSS相对于TPS的优势以及实验结果。本实验进行了两组实验研究。
{"title":"TPFOSSS: A Modified TPS Technique to Improve Student's Conceptual Understanding of Compiler Construction Course","authors":"S. Dol, Dattatray P. Gandhamal","doi":"10.1109/T4E.2014.56","DOIUrl":"https://doi.org/10.1109/T4E.2014.56","url":null,"abstract":"TPFOSSS (Think-Pair Free Open Source Software-Share) is a cooperative learning activity and modified activity of TPS in which free open source software e.g. Parsing Simulator for Compiler Construction or JFLAP simulator for Theory of Computation etc. Can be used in TPS activity. Providing \"think time\" in TFOSSPS improves quality of student responses. This activity develops skills of sharing information, improves the interaction, listening, asking questions, summarizing others' ideas etc. In this paper, we present how TPFOSSS works, advantages of TPFOSSS over TPS and experimental results. The experiment carried out is two group experimental studies.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"462 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125812740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jatin Agarwal, Utkarsh Rastogiy, Prateeksha Pandey, Nurendra Choudhary, Venkatesh Choppella, Y. R. Reddy
We propose set of guidelines for virtual labs to improve end user experience based on analysis of experimental results. Virtual labs were designed and developed by people with different technical backgrounds based on their familiarity with the technologies and the complexity of virtual lab. As a result each lab developer decided to use his or her own set of tools and technologies leading to performance issues during execution of the virtual labs. Performance of a web application depends upon the content of the web page. Therefore, we did analysis on web pages of virtual lab and listed guidelines to enhance user experience.
{"title":"Large Scale Web Page Optimization of Virtual Labs","authors":"Jatin Agarwal, Utkarsh Rastogiy, Prateeksha Pandey, Nurendra Choudhary, Venkatesh Choppella, Y. R. Reddy","doi":"10.1109/T4E.2014.51","DOIUrl":"https://doi.org/10.1109/T4E.2014.51","url":null,"abstract":"We propose set of guidelines for virtual labs to improve end user experience based on analysis of experimental results. Virtual labs were designed and developed by people with different technical backgrounds based on their familiarity with the technologies and the complexity of virtual lab. As a result each lab developer decided to use his or her own set of tools and technologies leading to performance issues during execution of the virtual labs. Performance of a web application depends upon the content of the web page. Therefore, we did analysis on web pages of virtual lab and listed guidelines to enhance user experience.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129677030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Carrom is a popular game and there are many online and standalone applications for playing it. However there is no tutor for systematic teaching-learning of Carrom skills and strategies. In this paper, we describe the design, implementation and evaluation of Carrom Tutor, for teaching-learning of Carrom skills and strategies. Carrom Tutor incorporates principles of cognitive apprenticeship and game-based learning, and is implemented in Blender, a free and open source 3D animation suite. We evaluated Carrom Tutor through a study involving both novices and experts. We measured learning using pre-post exercises, and usability by administering the SUS scale. We also compared Carrom Tutor with Carrom King, a popular online version of the game. We found that (i) most learners were able to learn 3-6 new skills and found it easy to relate the tutorials to the exercises, (ii) the SUS rating was 84.09 (grade A), and (iii) learners gave positive feedback on the interactivity, 3D point of view, and teaching learning approach in Carrom Tutor.
{"title":"CarromTutor: A Cognitive Apprenticeship Based Tutor for Carrom Skills and Strategies","authors":"Mrinal Malick, M. Katke, Sridhar V. Iyer","doi":"10.1109/T4E.2014.20","DOIUrl":"https://doi.org/10.1109/T4E.2014.20","url":null,"abstract":"Carrom is a popular game and there are many online and standalone applications for playing it. However there is no tutor for systematic teaching-learning of Carrom skills and strategies. In this paper, we describe the design, implementation and evaluation of Carrom Tutor, for teaching-learning of Carrom skills and strategies. Carrom Tutor incorporates principles of cognitive apprenticeship and game-based learning, and is implemented in Blender, a free and open source 3D animation suite. We evaluated Carrom Tutor through a study involving both novices and experts. We measured learning using pre-post exercises, and usability by administering the SUS scale. We also compared Carrom Tutor with Carrom King, a popular online version of the game. We found that (i) most learners were able to learn 3-6 new skills and found it easy to relate the tutorials to the exercises, (ii) the SUS rating was 84.09 (grade A), and (iii) learners gave positive feedback on the interactivity, 3D point of view, and teaching learning approach in Carrom Tutor.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"502 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129054477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We seek to extend the idea of technology for education beyond digital interfaces, to include the practice of building technological devices in the classroom, to integrate complex concepts, and values such as sustainability. We provide a brief overview of the discipline of Design and Technology Education, where the process of designing and building of technological artifacts is a pedagogical approach, for learning concepts and values, particularly in an integrated fashion. It is increasingly recognized that engineering education, while focusing on design and building of artifacts, does not seek to provide such integration of concepts and values. One serious effect of the lack of integration of values is the tendency to ignore, or not recognize, pressing real-world problems in the students' immediate environment, and focus only on toy problems, especially for project work. We suggest that case studies, particularly ones capturing how grassroots innovators with no formal training develop technological artifacts to solve rural problems, can supplement the engineering curriculum, and help integrate real world problems and sustainability values into project work. Exploring the practices of grassroots innovators can present novel and relevant design principles, values, and role models to engineering students, for meeting the challenges of the future.
{"title":"Beyond interfaces: Understanding the Process of Designing Grassroots technologies, to Develop Sustainability Case Studies for Engineering Education","authors":"G. Date, S. Chandrasekharan","doi":"10.1109/T4E.2014.16","DOIUrl":"https://doi.org/10.1109/T4E.2014.16","url":null,"abstract":"We seek to extend the idea of technology for education beyond digital interfaces, to include the practice of building technological devices in the classroom, to integrate complex concepts, and values such as sustainability. We provide a brief overview of the discipline of Design and Technology Education, where the process of designing and building of technological artifacts is a pedagogical approach, for learning concepts and values, particularly in an integrated fashion. It is increasingly recognized that engineering education, while focusing on design and building of artifacts, does not seek to provide such integration of concepts and values. One serious effect of the lack of integration of values is the tendency to ignore, or not recognize, pressing real-world problems in the students' immediate environment, and focus only on toy problems, especially for project work. We suggest that case studies, particularly ones capturing how grassroots innovators with no formal training develop technological artifacts to solve rural problems, can supplement the engineering curriculum, and help integrate real world problems and sustainability values into project work. Exploring the practices of grassroots innovators can present novel and relevant design principles, values, and role models to engineering students, for meeting the challenges of the future.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114289724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Most approaches towards automatic evaluation of free text answers are keyword centric. Though keywords essentially reflect and represent the primary concept coverage of an answer, they are incomplete without the associated texts. The words occurring before and after the keywords bring out the true meaning. The work presented in this paper proposes a semantic similarity based approach for evaluation of free text answers where both keywords and the associated text contribute to the score. A link grammar based approach is used to extract the keywords from the answer and through the process of identifying and extracting the relational expressions for a keyword the model automatically evaluates a learners' free text response SA to a given question Q with respect to a model answer MA. The score of the automated system have a high co-relation with human evaluator score as can be found from the reported results.
{"title":"Semantic Similarity Based Approach for Automatic Evaluation of Free Text Answers Using Link Grammar","authors":"U. K. Chakraborty, Rashmi Gurung, Samir Roy","doi":"10.1109/T4E.2014.57","DOIUrl":"https://doi.org/10.1109/T4E.2014.57","url":null,"abstract":"Most approaches towards automatic evaluation of free text answers are keyword centric. Though keywords essentially reflect and represent the primary concept coverage of an answer, they are incomplete without the associated texts. The words occurring before and after the keywords bring out the true meaning. The work presented in this paper proposes a semantic similarity based approach for evaluation of free text answers where both keywords and the associated text contribute to the score. A link grammar based approach is used to extract the keywords from the answer and through the process of identifying and extracting the relational expressions for a keyword the model automatically evaluates a learners' free text response SA to a given question Q with respect to a model answer MA. The score of the automated system have a high co-relation with human evaluator score as can be found from the reported results.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123484449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents a pedagogical approach to teach the modeling of Power Electronic Converters through simulation by using general-purpose electronic circuit simulators. The proposed approach is demonstrated by simulation example of a realistic AC-AC, DC-DC, ACDC, DC-AC converter systems. The paper discusses the derivation of MATLAB/ SIMULINK implementation, simulation technique suitable for virtual study of complex nonlinear feedback systems. This paper demonstrates a "Virtual Power Electronics" course to make the students understanding the course.
{"title":"Pedagogical Approach to Teach the Modeling of Power Electronic Converters","authors":"P. V. V. R. Rao, G. Prasad, S. Varma","doi":"10.1109/T4E.2014.59","DOIUrl":"https://doi.org/10.1109/T4E.2014.59","url":null,"abstract":"This paper presents a pedagogical approach to teach the modeling of Power Electronic Converters through simulation by using general-purpose electronic circuit simulators. The proposed approach is demonstrated by simulation example of a realistic AC-AC, DC-DC, ACDC, DC-AC converter systems. The paper discusses the derivation of MATLAB/ SIMULINK implementation, simulation technique suitable for virtual study of complex nonlinear feedback systems. This paper demonstrates a \"Virtual Power Electronics\" course to make the students understanding the course.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116213737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hazriani, Tsuneo Nakanishi, K. Hisazumi, Akira Fukuda
Contextual teaching and learning (CTL) is a promising way for language education, since it can improve performance to learn usage of words and expressions in real conversation or situations. However, implementation of CTL is challenging for teachers since they have to deal with complicated tasks in managing interaction with learners depending on the context, especially in case CTL is provided for the big class. In this paper, the authors propose movie based context-aware language learning that enables contextual self-learning on the movie. Two key concepts, object-oriented context modeling and context-aware quiz generation, are also given. The object-oriented context model is defined to describe the context of the movie scene. The context aware quiz generator of the system produces quizzes based on the description of the context by the object-oriented context model. Preliminary evaluation was conducted to check if the object oriented context model can describe the context of the movie scenes. It is confirmed that the object-oriented context model has enough descriptive power for the movie scenes although it should be improved for less confusion in modeling.
{"title":"Movie Based Context-Aware Language Learning: Its Concept and System","authors":"Hazriani, Tsuneo Nakanishi, K. Hisazumi, Akira Fukuda","doi":"10.1109/T4E.2014.32","DOIUrl":"https://doi.org/10.1109/T4E.2014.32","url":null,"abstract":"Contextual teaching and learning (CTL) is a promising way for language education, since it can improve performance to learn usage of words and expressions in real conversation or situations. However, implementation of CTL is challenging for teachers since they have to deal with complicated tasks in managing interaction with learners depending on the context, especially in case CTL is provided for the big class. In this paper, the authors propose movie based context-aware language learning that enables contextual self-learning on the movie. Two key concepts, object-oriented context modeling and context-aware quiz generation, are also given. The object-oriented context model is defined to describe the context of the movie scene. The context aware quiz generator of the system produces quizzes based on the description of the context by the object-oriented context model. Preliminary evaluation was conducted to check if the object oriented context model can describe the context of the movie scenes. It is confirmed that the object-oriented context model has enough descriptive power for the movie scenes although it should be improved for less confusion in modeling.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116007000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rwitajit Majumdar, Aditi Kothiyal, Ajit Ranka, Prajakt Pande, S. Murthy, Harshit Agarwal, S. Chandrasekharan
Representational competence (RC), defined as "the ability to simultaneously process and integrate multiple external representations (MERs) in a domain", is a marker of expertise in science and engineering. However, the cognitive mechanisms underlying this ability and how this ability develops in learners, is poorly understood. In this paper, we report a fully controllable interface, designed to help school students develop RC. Further, as the design emerged from the application of distributed and embodied cognition theory to the RC problem, the design also seeks to shed light on the cognitive mechanisms underlying the integration of MERs. Here we report a preliminary eye and mouse tracking study, which sought to develop a detailed understanding of how students interacted with our interface, under self and text-guided exploration conditions. We also examined how the interaction process related to students' ability to integrate the representations in the interface. Results highlighted several desirable student behaviors, and potential points of modification of the interface to improve integration of MERs.
{"title":"The Enactive equation: Exploring How Multiple External Representations are Integrated, Using a Fully Controllable Interface and Eye-Tracking","authors":"Rwitajit Majumdar, Aditi Kothiyal, Ajit Ranka, Prajakt Pande, S. Murthy, Harshit Agarwal, S. Chandrasekharan","doi":"10.1109/T4E.2014.31","DOIUrl":"https://doi.org/10.1109/T4E.2014.31","url":null,"abstract":"Representational competence (RC), defined as \"the ability to simultaneously process and integrate multiple external representations (MERs) in a domain\", is a marker of expertise in science and engineering. However, the cognitive mechanisms underlying this ability and how this ability develops in learners, is poorly understood. In this paper, we report a fully controllable interface, designed to help school students develop RC. Further, as the design emerged from the application of distributed and embodied cognition theory to the RC problem, the design also seeks to shed light on the cognitive mechanisms underlying the integration of MERs. Here we report a preliminary eye and mouse tracking study, which sought to develop a detailed understanding of how students interacted with our interface, under self and text-guided exploration conditions. We also examined how the interaction process related to students' ability to integrate the representations in the interface. Results highlighted several desirable student behaviors, and potential points of modification of the interface to improve integration of MERs.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126890100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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