Scholars have long delved into the realm of MOOCs. However, with the proliferation of diverse platforms hosting course videos, it was realized that learning experiences may vary across these platforms. Hence, this research explores the forums within two distinct online learning platforms: the formal MOOC and the informal video-sharing platform. According to self-determination theory, it is assumed that different motivations influence the behavior of learners on different platforms. Through the content analysis and social network analysis, the research reveals that learners' performance on formal platforms tend to exhibit centralization, with they primarily focused on course. In contrast, performance on the informal platform displays a decentralizing trend, emphasizing knowledge transfer and mutual encouragement. The variances in knowledge production behaviors among these learners should be duly acknowledged. For future development of online learning platforms, the characteristics of content and learner behavior in informal forums require attention and integration.
{"title":"The Feature and Diversity of Learners' Performance on Different MOOC Forums in the Online Learning Era","authors":"Ran Bao, Sile Liang","doi":"10.4018/ijdet.350267","DOIUrl":"https://doi.org/10.4018/ijdet.350267","url":null,"abstract":"Scholars have long delved into the realm of MOOCs. However, with the proliferation of diverse platforms hosting course videos, it was realized that learning experiences may vary across these platforms. Hence, this research explores the forums within two distinct online learning platforms: the formal MOOC and the informal video-sharing platform. According to self-determination theory, it is assumed that different motivations influence the behavior of learners on different platforms. Through the content analysis and social network analysis, the research reveals that learners' performance on formal platforms tend to exhibit centralization, with they primarily focused on course. In contrast, performance on the informal platform displays a decentralizing trend, emphasizing knowledge transfer and mutual encouragement. The variances in knowledge production behaviors among these learners should be duly acknowledged. For future development of online learning platforms, the characteristics of content and learner behavior in informal forums require attention and integration.","PeriodicalId":44463,"journal":{"name":"International Journal of Distance Education Technologies","volume":"30 7","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925888","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 initial qualitative study used in-depth interview data from students to examine their perceptions of ChatGPT and intentions regarding using artificial intelligence (AI) in higher education. The students were sampled across business programmes at both the undergraduate and postgraduate levels at an International University in the UAE. As of mid-2023, understanding student attitudes becomes crucial as AI increasingly becomes integrated into educational settings, therefore necessitating initial research. Additionally, the ethical dimension of ChatGPT use in assessment and future impact on careers was explored, considering concerns related to privacy, data security, bias, and transparency. Whilst all participants reported that they were familiar with the chatbot, a proportion of them indicated that the tool could help them improve their assignments, particularly in improving grammar. Some participants expressed concerns about the algorithm behind ChatGPT as well as the potential displacement of the labour force.
{"title":"Students' Intention to Engage With ChatGPT and Artificial Intelligence in Higher Education Business Studies Programmes","authors":"Vic Benuyenah, Senika Dewnarain","doi":"10.4018/ijdet.348061","DOIUrl":"https://doi.org/10.4018/ijdet.348061","url":null,"abstract":"This initial qualitative study used in-depth interview data from students to examine their perceptions of ChatGPT and intentions regarding using artificial intelligence (AI) in higher education. The students were sampled across business programmes at both the undergraduate and postgraduate levels at an International University in the UAE. As of mid-2023, understanding student attitudes becomes crucial as AI increasingly becomes integrated into educational settings, therefore necessitating initial research. Additionally, the ethical dimension of ChatGPT use in assessment and future impact on careers was explored, considering concerns related to privacy, data security, bias, and transparency. Whilst all participants reported that they were familiar with the chatbot, a proportion of them indicated that the tool could help them improve their assignments, particularly in improving grammar. Some participants expressed concerns about the algorithm behind ChatGPT as well as the potential displacement of the labour force.","PeriodicalId":44463,"journal":{"name":"International Journal of Distance Education Technologies","volume":"138 25","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811028","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 study employed qualitative methods to examine the expectations, challenges, learning loss, and development of professional skills among preservice teachers of Islamic education as they engaged in online field practice. Interviews were conducted with individual participants and focus groups, and reflection papers were collected from 46 preservice teachers of Islamic education assigned to an online teaching practicum. Participants had mixed feelings about their online field practice due to a lack of experience and doubts about their preparedness and ability with virtual field practice. Results revealed they experienced setbacks, including a deficiency in pedagogical expertise for virtual instruction and challenges in promoting class communication and involvement online without in-person learning environments. However, virtual teaching, creativity, and improved cognitive abilities were encouraged. It is recommended that educational establishments offer supplementary assistance to preservice teachers trained during the pandemic to augment their professional growth .
{"title":"Impact of Online Field Practice on Islamic Education Preservice Teachers","authors":"Kalthoum Alkandari","doi":"10.4018/ijdet.347215","DOIUrl":"https://doi.org/10.4018/ijdet.347215","url":null,"abstract":"This study employed qualitative methods to examine the expectations, challenges, learning loss, and development of professional skills among preservice teachers of Islamic education as they engaged in online field practice. Interviews were conducted with individual participants and focus groups, and reflection papers were collected from 46 preservice teachers of Islamic education assigned to an online teaching practicum. Participants had mixed feelings about their online field practice due to a lack of experience and doubts about their preparedness and ability with virtual field practice. Results revealed they experienced setbacks, including a deficiency in pedagogical expertise for virtual instruction and challenges in promoting class communication and involvement online without in-person learning environments. However, virtual teaching, creativity, and improved cognitive abilities were encouraged. It is recommended that educational establishments offer supplementary assistance to preservice teachers trained during the pandemic to augment their professional growth .","PeriodicalId":44463,"journal":{"name":"International Journal of Distance Education Technologies","volume":" 932","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823130","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}
Driving Taiwan's digital revolution, the DIGI Plus 2017-2025 policy, a cornerstone of the Smart Nation 2025 initiative (Executive Yuan, 2021), prioritized rural empowerment in education amidst COVID-19 challenges. In this study, the authors explored the impact of teacher-student relationships in remote teaching, emphasizing the critical role of high-quality connections transcending geographical boundaries. The authors identified factors influencing these relationships, such as interaction levels and student autonomy, and discussed the concept of transactional distance, a psychological gap due to spatial separation. Proposing face-to-face interaction activities, the authors conducted a survey involving 175 university students (e-tutors), revealing positive changes in teacher-student interaction post face-to-face activities. The authors' recommendations include continued activities, alignment with school calendars, and comprehensive e-tutor training for improved relationships.
{"title":"Evaluation of Teacher-Student Interaction","authors":"S. I. C. Wang, Eric Zhi Feng Liu","doi":"10.4018/ijdet.347216","DOIUrl":"https://doi.org/10.4018/ijdet.347216","url":null,"abstract":"Driving Taiwan's digital revolution, the DIGI Plus 2017-2025 policy, a cornerstone of the Smart Nation 2025 initiative (Executive Yuan, 2021), prioritized rural empowerment in education amidst COVID-19 challenges. In this study, the authors explored the impact of teacher-student relationships in remote teaching, emphasizing the critical role of high-quality connections transcending geographical boundaries. The authors identified factors influencing these relationships, such as interaction levels and student autonomy, and discussed the concept of transactional distance, a psychological gap due to spatial separation. Proposing face-to-face interaction activities, the authors conducted a survey involving 175 university students (e-tutors), revealing positive changes in teacher-student interaction post face-to-face activities. The authors' recommendations include continued activities, alignment with school calendars, and comprehensive e-tutor training for improved relationships.","PeriodicalId":44463,"journal":{"name":"International Journal of Distance Education Technologies","volume":" 9","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822929","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}
The integration of metaverse technology within the educational domain is progressing swiftly, owing to its advanced technological features. This technology has the ability to captivate learners and empower teachers by offering unique learning opportunities and capabilities. Hence, the present study sought to identify the extent of Metaverse technology utilization in primary-level mathematics instruction, as perceived by both supervisors and teachers of Gifted Students. The study employed a descriptive survey method and utilized a questionnaire as the primary research tool. The study's results indicated that teachers of gifted students acknowledged and utilized Metaverse technology to a significant extent in the context of teaching mathematics at the primary level Perspectives of Supervisors and Teachers themselves. This suggests that Metaverse technology has been effectively integrated into their instructional practices, enabling them to provide enhanced learning experiences for their students.
{"title":"Assessing the Utilization Level of Metaverse","authors":"Rommel Alali, Yousef Wardat","doi":"10.4018/ijdet.346988","DOIUrl":"https://doi.org/10.4018/ijdet.346988","url":null,"abstract":"The integration of metaverse technology within the educational domain is progressing swiftly, owing to its advanced technological features. This technology has the ability to captivate learners and empower teachers by offering unique learning opportunities and capabilities. Hence, the present study sought to identify the extent of Metaverse technology utilization in primary-level mathematics instruction, as perceived by both supervisors and teachers of Gifted Students. The study employed a descriptive survey method and utilized a questionnaire as the primary research tool. The study's results indicated that teachers of gifted students acknowledged and utilized Metaverse technology to a significant extent in the context of teaching mathematics at the primary level Perspectives of Supervisors and Teachers themselves. This suggests that Metaverse technology has been effectively integrated into their instructional practices, enabling them to provide enhanced learning experiences for their students.","PeriodicalId":44463,"journal":{"name":"International Journal of Distance Education Technologies","volume":"73 2","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141653227","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 study substantiates the feasibility of implementing Web 2.0 services in practical educational activities and classifies the main types of Web 2.0 services adaptive to educational goals. A survey of 58 teachers from the First Moscow State Medical University, Kuban State Technological University, the Herzen State Pedagogical University of Russia, and Yelabuga Institute of Kazan (Volga Region) Federal University was conducted; their pedagogical experiences interacting with Web 2.0 services were considered in order to provide effective technological support for educational interactions in the context of distance learning in the era of COVID-19. The survey results showed that the most popular Web 2.0 services teachers use in distance learning include social networking services and virtual meeting and conference services. The study confirmed that using Web 2.0 services in educational processes can ensure high-quality digital pedagogy.
本研究证实了在实际教育活动中实施Web 2.0服务的可行性，并对适应教育目标的Web 2.0服务的主要类型进行了分类。对莫斯科第一国立医科大学、库班国立技术大学、俄罗斯赫尔岑国立师范大学和喀山（伏尔加地区）联邦大学耶拉布加学院的58名教师进行了调查；考虑了他们与Web 2.0服务互动的教学经验，以便在COVID-19时代为远程学习背景下的教育互动提供有效的技术支持。调查结果显示，教师在远程学习中最常用的 Web 2.0 服务包括社交网络服务和虚拟会议服务。研究证实，在教育过程中使用 Web 2.0 服务可以确保高质量的数字化教学。
{"title":"Web 2.0 Technologies in Times of Pandemic COVID-19","authors":"Yulia Gavronskaya, Dmitry Gura, Albina Minakhmetova, Olesya Dudnik","doi":"10.4018/ijdet.337963","DOIUrl":"https://doi.org/10.4018/ijdet.337963","url":null,"abstract":"This study substantiates the feasibility of implementing Web 2.0 services in practical educational activities and classifies the main types of Web 2.0 services adaptive to educational goals. A survey of 58 teachers from the First Moscow State Medical University, Kuban State Technological University, the Herzen State Pedagogical University of Russia, and Yelabuga Institute of Kazan (Volga Region) Federal University was conducted; their pedagogical experiences interacting with Web 2.0 services were considered in order to provide effective technological support for educational interactions in the context of distance learning in the era of COVID-19. The survey results showed that the most popular Web 2.0 services teachers use in distance learning include social networking services and virtual meeting and conference services. The study confirmed that using Web 2.0 services in educational processes can ensure high-quality digital pedagogy.","PeriodicalId":44463,"journal":{"name":"International Journal of Distance Education Technologies","volume":"2 12","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139795009","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}
The collaborative learning approach as a universal teaching strategy is widely used in online learning. It is proven that the group leader has an important impact on group collaborative knowledge construction in online collaborative learning (OCL). However, limited research is available on how leadership styles influence a group universal teaching strategy is widely used in online learning this study, the authors adopted lag sequential analysis, epistemic network analysis, and social network analysis to explore the influence of divergent and convergent leadership styles on cognitive engagement in OCL groups. Compared with convergent leadership, divergent leadership strengthened online collaborative cognitive engagement through significant organizer and manager roles, triggered high-quality cognitive behavior transformation within the group, and promoted the balanced development of learners' cognitive structure.
{"title":"Effects of Different Leadership Styles on Cognitive Engagement in Online Collaborative Learning","authors":"Xinhua Wang, Yue Zheng, Lei Wu","doi":"10.4018/ijdet.337964","DOIUrl":"https://doi.org/10.4018/ijdet.337964","url":null,"abstract":"The collaborative learning approach as a universal teaching strategy is widely used in online learning. It is proven that the group leader has an important impact on group collaborative knowledge construction in online collaborative learning (OCL). However, limited research is available on how leadership styles influence a group universal teaching strategy is widely used in online learning this study, the authors adopted lag sequential analysis, epistemic network analysis, and social network analysis to explore the influence of divergent and convergent leadership styles on cognitive engagement in OCL groups. Compared with convergent leadership, divergent leadership strengthened online collaborative cognitive engagement through significant organizer and manager roles, triggered high-quality cognitive behavior transformation within the group, and promoted the balanced development of learners' cognitive structure.","PeriodicalId":44463,"journal":{"name":"International Journal of Distance Education Technologies","volume":"115 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139794804","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 study substantiates the feasibility of implementing Web 2.0 services in practical educational activities and classifies the main types of Web 2.0 services adaptive to educational goals. A survey of 58 teachers from the First Moscow State Medical University, Kuban State Technological University, the Herzen State Pedagogical University of Russia, and Yelabuga Institute of Kazan (Volga Region) Federal University was conducted; their pedagogical experiences interacting with Web 2.0 services were considered in order to provide effective technological support for educational interactions in the context of distance learning in the era of COVID-19. The survey results showed that the most popular Web 2.0 services teachers use in distance learning include social networking services and virtual meeting and conference services. The study confirmed that using Web 2.0 services in educational processes can ensure high-quality digital pedagogy.
本研究证实了在实际教育活动中实施Web 2.0服务的可行性，并对适应教育目标的Web 2.0服务的主要类型进行了分类。对莫斯科第一国立医科大学、库班国立技术大学、俄罗斯赫尔岑国立师范大学和喀山（伏尔加地区）联邦大学耶拉布加学院的58名教师进行了调查；考虑了他们与Web 2.0服务互动的教学经验，以便在COVID-19时代为远程学习背景下的教育互动提供有效的技术支持。调查结果显示，教师在远程学习中最常用的 Web 2.0 服务包括社交网络服务和虚拟会议服务。研究证实，在教育过程中使用 Web 2.0 服务可以确保高质量的数字化教学。
{"title":"Web 2.0 Technologies in Times of Pandemic COVID-19","authors":"Yulia Gavronskaya, Dmitry Gura, Albina Minakhmetova, Olesya Dudnik","doi":"10.4018/ijdet.337963","DOIUrl":"https://doi.org/10.4018/ijdet.337963","url":null,"abstract":"This study substantiates the feasibility of implementing Web 2.0 services in practical educational activities and classifies the main types of Web 2.0 services adaptive to educational goals. A survey of 58 teachers from the First Moscow State Medical University, Kuban State Technological University, the Herzen State Pedagogical University of Russia, and Yelabuga Institute of Kazan (Volga Region) Federal University was conducted; their pedagogical experiences interacting with Web 2.0 services were considered in order to provide effective technological support for educational interactions in the context of distance learning in the era of COVID-19. The survey results showed that the most popular Web 2.0 services teachers use in distance learning include social networking services and virtual meeting and conference services. The study confirmed that using Web 2.0 services in educational processes can ensure high-quality digital pedagogy.","PeriodicalId":44463,"journal":{"name":"International Journal of Distance Education Technologies","volume":"64 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139854682","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}
Kyosuke Takami, B. Flanagan, Yiling Dai, Hiroaki Ogata
Explainable recommendation, which provides an explanation about why a quiz is recommended, helps to improve transparency, persuasiveness, and trustworthiness. However, little research examined the effectiveness of the explainable recommender, especially on academic performance. To survey its effectiveness, the authors evaluate the math academic performance among middle school students (n=115) by giving pre- and post-test questions based evaluation techniques. During the pre- and post-test periods, students were encouraged to use the Bayesian Knowledge Tracing model based explainable recommendation system. To evaluate how well the students were able to do what they could not do, the authors defined growth rate and found recommended quiz clicked counts had a positive effect on the total number of solved quizzes (R=0.343, P=0.005) and growth rate (R=0.297, P=0.017) despite no correlation between the total number of solved quizzes and growth rate. The results suggest that the use of an explainable recommendation system that learns efficiently will enable students to do what they could not do before.
{"title":"Evaluating the Effectiveness of Bayesian Knowledge Tracing Model-Based Explainable Recommender","authors":"Kyosuke Takami, B. Flanagan, Yiling Dai, Hiroaki Ogata","doi":"10.4018/ijdet.337600","DOIUrl":"https://doi.org/10.4018/ijdet.337600","url":null,"abstract":"Explainable recommendation, which provides an explanation about why a quiz is recommended, helps to improve transparency, persuasiveness, and trustworthiness. However, little research examined the effectiveness of the explainable recommender, especially on academic performance. To survey its effectiveness, the authors evaluate the math academic performance among middle school students (n=115) by giving pre- and post-test questions based evaluation techniques. During the pre- and post-test periods, students were encouraged to use the Bayesian Knowledge Tracing model based explainable recommendation system. To evaluate how well the students were able to do what they could not do, the authors defined growth rate and found recommended quiz clicked counts had a positive effect on the total number of solved quizzes (R=0.343, P=0.005) and growth rate (R=0.297, P=0.017) despite no correlation between the total number of solved quizzes and growth rate. The results suggest that the use of an explainable recommendation system that learns efficiently will enable students to do what they could not do before.","PeriodicalId":44463,"journal":{"name":"International Journal of Distance Education Technologies","volume":"38 6","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139797564","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}
Kyosuke Takami, B. Flanagan, Yiling Dai, Hiroaki Ogata
Explainable recommendation, which provides an explanation about why a quiz is recommended, helps to improve transparency, persuasiveness, and trustworthiness. However, little research examined the effectiveness of the explainable recommender, especially on academic performance. To survey its effectiveness, the authors evaluate the math academic performance among middle school students (n=115) by giving pre- and post-test questions based evaluation techniques. During the pre- and post-test periods, students were encouraged to use the Bayesian Knowledge Tracing model based explainable recommendation system. To evaluate how well the students were able to do what they could not do, the authors defined growth rate and found recommended quiz clicked counts had a positive effect on the total number of solved quizzes (R=0.343, P=0.005) and growth rate (R=0.297, P=0.017) despite no correlation between the total number of solved quizzes and growth rate. The results suggest that the use of an explainable recommendation system that learns efficiently will enable students to do what they could not do before.
{"title":"Evaluating the Effectiveness of Bayesian Knowledge Tracing Model-Based Explainable Recommender","authors":"Kyosuke Takami, B. Flanagan, Yiling Dai, Hiroaki Ogata","doi":"10.4018/ijdet.337600","DOIUrl":"https://doi.org/10.4018/ijdet.337600","url":null,"abstract":"Explainable recommendation, which provides an explanation about why a quiz is recommended, helps to improve transparency, persuasiveness, and trustworthiness. However, little research examined the effectiveness of the explainable recommender, especially on academic performance. To survey its effectiveness, the authors evaluate the math academic performance among middle school students (n=115) by giving pre- and post-test questions based evaluation techniques. During the pre- and post-test periods, students were encouraged to use the Bayesian Knowledge Tracing model based explainable recommendation system. To evaluate how well the students were able to do what they could not do, the authors defined growth rate and found recommended quiz clicked counts had a positive effect on the total number of solved quizzes (R=0.343, P=0.005) and growth rate (R=0.297, P=0.017) despite no correlation between the total number of solved quizzes and growth rate. The results suggest that the use of an explainable recommendation system that learns efficiently will enable students to do what they could not do before.","PeriodicalId":44463,"journal":{"name":"International Journal of Distance Education Technologies","volume":"276 4","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139857369","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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