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Behavioral Sciences
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Monitoring Student Behavior to Assess and Support Student Learning in...
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Monitoring Student Behavior to Assess and Support Student Learning in Virtual Environments

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".

Deadline for manuscript submissions: closed (31 May 2023) | Viewed by 18750

Special Issue Editor

Dr. M. Shane Tutwiler

E-Mail Website
Guest Editor
School of Education, University of Rhode Island, Kingston, RI 02881, USA
Interests: the use of virtual environments to support and assess science learning; the application of latent and longitudinal statistical techniques to model changes in student learning and attitude

Special Issue Information

Dear Colleagues,

Student learning is often mediated via interactions in various types of virtual environments, ranging from massive open online courses (MOOCs) to online multi-player game-based tutoring apps with built-in assessment tools. This trend has become even more apparent during the ongoing global COVID-19 pandemic. Almost overnight, millions of students’ learning experiences were moved to virtual environments. Even as many schools return to face-to-face instruction, successive waves of variants of concern have kept these platforms firmly entrenched in teachers’ pedagogical toolkits.

In face-to-face settings, teachers often use behavioral cues as part of a continuous formative assessment process to support student learning. Now more than ever, we need to develop and share frameworks for the use of student behaviors within virtual environments to help serve a similar purpose. As such, we are proposing a Special Issue of Behavioral Sciences to bring together multi-disciplinary research efforts across a host of virtual environments. Research topics can include, but are not limited to, frameworks for collecting and using student behavioral data, relationships between patterns of student behaviors and key learning and affective outcomes, and the unique affordances and limitations of behaviors in virtual environments for student assessment.

Dr. M. Shane Tutwiler
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • virtual environments
  • assessment
  • learning analytics
  • educational psychology
  • measurement

Published Papers (6 papers)

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Research

15 pages, 2098 KiB  
Article
A Theoretical Framework for a Mathematical Cognitive Model for Adaptive Learning Systems
by Siyu Sun, Xiaopeng Wu and Tianshu Xu
Behav. Sci. 2023, 13(5), 406; https://doi.org/10.3390/bs13050406 - 12 May 2023
Cited by 3 | Viewed by 4865
Abstract
The emergence of artificial intelligence has made adaptive learning possible, but building an adaptive system requires a comprehensive understanding of students’ cognition. The cognitive model provides a crucial theoretical framework to explore students’ cognitive attributes, making it vital for learning assessment and adaptive [...] Read more.
The emergence of artificial intelligence has made adaptive learning possible, but building an adaptive system requires a comprehensive understanding of students’ cognition. The cognitive model provides a crucial theoretical framework to explore students’ cognitive attributes, making it vital for learning assessment and adaptive learning. This study investigates 52 experts, including primary and secondary school teachers, mathematics education experts, and graduate students, based on the 16 cognitive attributes in the TIMSS 2015 assessment framework. Through an analysis of their attribute questionnaires, the Interpretive structural modeling (ISM) method is used to construct a five-level mathematical cognitive model. The model is then revised through oral reports and expert interviews, resulting in a final cognitive model ranging from “memorize” to “justify”. The cognitive model describes the relationship between different attributes in detail, enabling the development of adaptive systems and aiding in the diagnosis of students’ cognitive development and learning paths in mathematics. Full article
(This article belongs to the Special Issue Monitoring Student Behavior to Assess and Support Student Learning in Virtual Environments)
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17 pages, 5932 KiB  
Article
Information Literacy as a Predictor of Work Performance: The Mediating Role of Lifelong Learning and Creativity
by Muhammad Asif Naveed, Javed Iqbal, Muhammad Zaheer Asghar, Rozeen Shaukat and Pirita Seitamaa-hakkarainen
Behav. Sci. 2023, 13(1), 24; https://doi.org/10.3390/bs13010024 - 26 Dec 2022
Cited by 5 | Viewed by 2343
Abstract
This study examined the effect of information literacy (IL) on work performance with mediating role of lifelong learning and creativity among journalists in Pakistan. A cross-sectional survey using an online questionnaire was conducted in the press clubs of four provinces (e.g., Punjab, Sindh, [...] Read more.
This study examined the effect of information literacy (IL) on work performance with mediating role of lifelong learning and creativity among journalists in Pakistan. A cross-sectional survey using an online questionnaire was conducted in the press clubs of four provinces (e.g., Punjab, Sindh, Khyber Pakhtunkhwa, and Baluchistan) and the federal capital Islamabad for data collection. The received 1084 responses were analyzed using the partial least squares structural equation modelling. The results indicated that IL of journalists had a direct and indirect but positive influence on their work performance. The lifelong learning and creativity skills also mediated the relationship between IL and work performance. This study provided empirical evidence for how IL directly influence work performance and indirectly with the mediated role of lifelong learning and creativity. These pragmatic insights may inform academicians and enterprises about the IL importance at workplace for enhancement of organizational performance and achieving a competitive advantage. Such results may also initiate an instruction program for existing as well as for prospective journalists to impart IL education. This study could be a worthy contribution to the existing IL research in the workplace context in general and of journalists’ workplace in particular as no such study has appeared so far. Full article
(This article belongs to the Special Issue Monitoring Student Behavior to Assess and Support Student Learning in Virtual Environments)
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17 pages, 660 KiB  
Article
Eliciting Learner Knowledge: Enabling Focused Practice through an Open-Source Online Tool
by Meredith Thompson, Griffin Leonard, Jamie N. Mikeska, Pamela S. Lottero-Perdue, Adam V. Maltese, Giancarlo Pereira, Garron Hillaire, Rick Waldron, Rachel Slama and Justin Reich
Behav. Sci. 2022, 12(9), 324; https://doi.org/10.3390/bs12090324 - 7 Sep 2022
Cited by 2 | Viewed by 3051
Abstract
Eliciting and interpreting students’ ideas are essential skills in teaching, yet pre-service teachers (PSTs) rarely have adequate opportunities to develop these skills. In this study, we examine PSTs’ patterns of discourse and perceived learning through engaging in an interactive digital simulation called Eliciting [...] Read more.
Eliciting and interpreting students’ ideas are essential skills in teaching, yet pre-service teachers (PSTs) rarely have adequate opportunities to develop these skills. In this study, we examine PSTs’ patterns of discourse and perceived learning through engaging in an interactive digital simulation called Eliciting Learner Knowledge (ELK). ELK is a seven-minute, chat-based virtual role play between a PST playing a “teacher” and a PST playing a “student” where the goal is for the teacher to find out what the student knows about a topic. ELK is designed to be a practice space where pre-service and in-service teachers can learn strategies for effectively eliciting their students’ knowledge. We review the implementation of ELK in eight teacher education courses in math or science methods at six different universities and assess (a) patterns of interaction during ELK and (b) PSTs’ perceptions of ELK and their learning from the simulation. Our findings suggest that PSTs engage in effective practices such as eliciting and probing more often than less effective practices such as evaluating and telling. Results suggest that PSTs gain experience in practicing talk moves and having empathy for students’ perspectives through using ELK. Full article
(This article belongs to the Special Issue Monitoring Student Behavior to Assess and Support Student Learning in Virtual Environments)
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12 pages, 405 KiB  
Article
Measuring Learner Satisfaction of an Adaptive Learning System
by Lyndon Lim, Seo Hong Lim and Rebekah Wei Ying Lim
Behav. Sci. 2022, 12(8), 264; https://doi.org/10.3390/bs12080264 - 30 Jul 2022
Cited by 7 | Viewed by 3306
Abstract
Tertiary educational institutions have continually implemented various educational technologies to support student learning. An example is adaptive learning systems, within which learners take ownership of their learning experience and accelerate future learning. Despite the importance of considering learner satisfaction in the development of [...] Read more.
Tertiary educational institutions have continually implemented various educational technologies to support student learning. An example is adaptive learning systems, within which learners take ownership of their learning experience and accelerate future learning. Despite the importance of considering learner satisfaction in the development of such systems given how it has been widely acknowledged as an indication of the success of e-learning systems, research in the area of adaptive learning technologies for education has concentrated more on tailoring instruction to implement personalised learning. A review of instruments measuring learner satisfaction of virtual learning environments found that the learner satisfaction questionnaire (LSQ) that was developed to measure learner satisfaction of e-learning systems, and preliminarily validated by means of exploratory factor analysis, was most suitable for adaptation. This study sought to adapt and validate the LSQ for the purpose of measuring learner satisfaction of an adaptive learning system developed in-house. A total of 121 tertiary students recruited via availability sampling took part in this study. Hierarchical confirmatory factor analysis was performed as part of the validation. Results presented the adapted LSQ as a 14-item instrument that can be readily deployed on a broad scale basis. The adapted LSQ also yielded valid and reliable satisfaction scores both at the subscale as well as the overall scale level. Practical implications are discussed, noting that such scores could inform the further development and refinement of AdLeS or similar systems, with the view of benefiting students. Full article
(This article belongs to the Special Issue Monitoring Student Behavior to Assess and Support Student Learning in Virtual Environments)
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13 pages, 2588 KiB  
Article
A Rasch Analysis of Students’ Academic Motivation toward Mathematics in an Adaptive Learning System
by Lyndon Lim, Seo Hong Lim and Wei Ying Rebekah Lim
Behav. Sci. 2022, 12(7), 244; https://doi.org/10.3390/bs12070244 - 21 Jul 2022
Cited by 3 | Viewed by 2577
Abstract
Despite the criticality of considering student academic motivation as it influences learning, research within the field of adaptive learning technologies for education has so far focused more on customising instruction to implement personalised learning, than investigating how personalised learning is associated with learners’ [...] Read more.
Despite the criticality of considering student academic motivation as it influences learning, research within the field of adaptive learning technologies for education has so far focused more on customising instruction to implement personalised learning, than investigating how personalised learning is associated with learners’ motivation. Given this, a robust instrument is required to gather information about student academic motivation within the context of adaptive learning technologies. This study sought to validate the Academic Motivation Toward Mathematics Survey (AMTMS) currently used to measure motivation based on self-determination theory in mathematics education at pre-tertiary levels (grades 11 and 12) in Asia. A total of 196 participants recruited via availability sampling took part in this study, after interacting with an in-house mathematics adaptive learning system within a tertiary educational institution. The validation was performed based on modern test theory given that it overcomes some limitations of classical factor analytic approaches. Results supported the factorial structure of the AMTMS but 12 of the original 21 items had to be rescored to establish ordered thresholds. Further, the bifactor equivalent solution suggested the possibility of reporting a singular motivation index comprising the five factors within the AMTMS. Along with the results, this study offers researchers a robust and validated instrument to measure motivation toward mathematics that can be used within an adaptive learning environment. Full article
(This article belongs to the Special Issue Monitoring Student Behavior to Assess and Support Student Learning in Virtual Environments)
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7 pages, 213 KiB  
Communication
Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom Assessment
by Hao Xu
Behav. Sci. 2022, 12(7), 232; https://doi.org/10.3390/bs12070232 - 14 Jul 2022
Cited by 1 | Viewed by 1337
Abstract
How teachers should elicit and draw on behavioural cues for online-classroom assessment is of much interest to both researchers and practising teachers. Aiming to explore how to enhance interactive self-reporting as a behavioural cue elicitor for online-classroom assessment, this study adopted a large-scale [...] Read more.
How teachers should elicit and draw on behavioural cues for online-classroom assessment is of much interest to both researchers and practising teachers. Aiming to explore how to enhance interactive self-reporting as a behavioural cue elicitor for online-classroom assessment, this study adopted a large-scale questionnaire survey to investigate the effects of the intensity of interaction in interactive self-reporting and teachers’ professional experience on the quality of assessment data in online teaching. Results showed that only the intensity of teacher’s follow-up interaction regarding interactive self-reporting had a significant impact on the quality of the assessment data. Specifically, as a behavioural cue elicitor, interactive self-reporting may be best utilised when interaction of a moderate intensity is employed by the teacher following students’ self-report. The accuracy and efficiency of interactive self-reporting as a means to obtain assessment data in online teaching can only, thus, be best synergised. Otherwise, the accuracy and efficiency may be reduced to a wax-and-wane relationship, i.e., each one increases at the expense of the other. Full article
(This article belongs to the Special Issue Monitoring Student Behavior to Assess and Support Student Learning in Virtual Environments)
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