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Articles by Marcus Specht
Unveiling cognitive processes in digital reading through behavioural cues: A hybrid intelligence (HI) approach
INTRODUCTION Digital technologies have transformed how we engage with educational materials (Järvelä et al., 2021). With the increasing use of digital texts in formal and informal education (Hussain et al., 2015), understanding learners' cognitive processes in digital reading has become more critical (Shaughnessy, 2020). It is a foundation for learning analytics (LA) and designing timely and effective interventions for learners who engage in digital reading (Wang, 2018).
What Attention Regulation Behaviors Tell Us About Learners in E-Reading?: Adaptive Data-Driven Persona Development and Application Based on Unsupervised Learning
Understanding users is an essential system design requirement for usability and better-perceived services [1]. It is especially well-emphasized for digital product (e.g., software, online courses, eBooks) design since poor user requirement engineering causes a perception gap between users and the practitioners, while users are often veiled with unknown varieties [2]. Likewise, understanding learners’ traits and needs has been a critical challenge in e-learning intervention design.
Proceedings of the Eighth ACM Conference on Learning @ Scale
It is our great pleasure to present the Proceedings of the Eight Annual ACM Conference on Learning at Scale, [email protected] 2021, held virtually on June 22-25, 2021 hosted by the Hasso-Plattner-Institute (HPI), Potsdam, Germany. [email protected] investigates large-scale, technology-mediated learning environments that typically have many active learners and few experts on hand to guide their progress or respond to individual needs.
Toward Effective Courseware at Scale: Investigating Automatically Generated Questions as Formative Practice
Work in Progress Free Access Authors: Rachel Van Campenhout VitalSource, Pittsburgh, PA, USA , Nick Brown VitalSource, Pennington, NJ, USA , Bill Jerome VitalSource, Pittsburgh, PA, USA , Jeffrey S. Dittel VitalSource, Milwaukee, WI, USA , Benny G.
Examining the Effects of Student Participation and Performance on the Quality of Learnersourcing Multiple-Choice Questions
ABSTRACT While generating multiple-choice questions has been shown to promote deep learning, students often fail to realize this benefit and do not willingly participate in this activity. Additionally, the quality of the student-generated questions may be influenced by both their level of engagement and familiarity with the learning materials.
Employing Peer Review to Evaluate the Quality of Student Generated Content at Scale: A Trust Propagation Approach
ABSTRACT Engaging students in the creation of learning resources has been demonstrated to have pedagogical benefits and lead to the creation of large repositories of learning resources which can be used to complement student learning in different ways. However, to effectively utilise a learnersourced repository of content, a selection process is needed to separate high-quality from low-quality resources as some of the resources created by students can be ineffective, inappropriate, or incorrect.
What's In It for the Learners? Evidence from a Randomized Field Experiment on Learnersourcing Questions in a MOOC
research-article Free Access Authors: Anjali Singh University of Michigan, Ann Arbor, MI, USA , Christopher Brooks University of Michigan, Ann Arbor, MI, USA , Yiwen Lin University of California, Irvine, Irvine, CA, USA University of California, Irvine, Irvine, CA, USA View Profile , Warren Li University of Michigan, Ann Arbor, MI, USA Authors Info & Affiliations Published:08 June 2021 ABSTRACT Question generation as a form of learnersourcing is both a metacognitive learning activity for...
linking academia, business and industry through research
Home Full-text access for editors Using social media in mobile MOOC for teacher professional development by Jun Xiao; Esther Tan; Xuejiao Li; Mengying Cao; Marcus Specht International Journal of Mobile Learning and Organisation (IJMLO), Vol. 14, No. 4, 2020 Abstract: This paper presents a ubiquitous and mobile MOOC platform to foster lifelong learning.
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