Investigating the Impact of Social Interactions in Adaptive E-Learning by Learning Behaviour Analysis



Shi, L ORCID: 0000-0001-7119-3207 and Cristea, A
(2013) Investigating the Impact of Social Interactions in Adaptive E-Learning by Learning Behaviour Analysis. [Poster]

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Abstract

Adaptive Educational Hypermedia Systems (AEHSs) allow for personalization of e-learning. Social media tools enable learners to create, publish and share their study, and facilitate interaction and collaboration. The integration of social media tools into AEHS offers novel opportunities for learner engagement and extended user modelling, and thereby fosters so-called Social Personalized Adaptive E-learning Environments (SPAEEs). However, there has been a lack of empirical design and evaluation to elaborate methods for SPAEEs. The goal of the research, therefore, is to investigate 1) the learning behaviour patterns within SPAEEs and the use of these patterns for learner engagement, 2) the evaluation methodologies for SPAEEs, and 3) the design principles for SPAEEs. Topolor4 is an SPAEE that has been under iterative development for achieving our research goals. The first prototype was used as an online learning system for MSc level students in the Department of Computer Science, at the University of Warwick, and usage data was anonymously collected for analysis. This poster focuses on system features and learning behaviour analysis. We first present the methodologies applied in the research, followed by the social and adaptive features that Topolor provides. Then we revisit the analysis of learning behaviours. Finally, we propose the follow-up work based on the evaluation results.

Item Type: Poster
Depositing User: Symplectic Admin
Date Deposited: 16 Aug 2017 07:09
Last Modified: 02 Apr 2021 08:21
Related URLs:
URI: https://livrepository.liverpool.ac.uk/id/eprint/3008996