The Student Activity Meter for Awareness and Self-reflection

THE STUDENT ACTIVITY METER FOR AWARENESS AND

SELF-REFLECTIONSten Govaerts, Katrien Verbert, Erik Duval, Abelardo Pardo.

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SigCHI 2012, Long Case Study.

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http://bit.ly/stenpub

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OVERVIEW

• Problem statement

• Objectives

• Design & Implementation

• Evaluations

• Conclusion

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PROBLEM

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http://www.ypfp.org/classroom

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OBJECTIVES

• self-monitoring for learners

• awareness for teachers

• time tracking

• learning resource use and recommendations

• part of Learning Analytics research [ACM LAK conf., Siemens 2011, Duval 2011]

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http://free-extras.com/images/obama_hope_progress-2848.htm

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STUDENT ACTIVITY METER (SAM): DEMO.

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http://dilbert.com/strips/comic/2000-02-24/

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STUDENT ACTIVITY METER

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TASK

• How would you evaluate SAM?

• how/where do you get data from?

• which criteria could you evaluate?

• which methods use to evaluate those criteria?

• iterative? which iterations?

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http://callofduty.wikia.com/wiki/Task_Force_141

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METHODOLOGY.

• design-based research [Obrenović 2011]: give students & teachers a tool and evaluate

• iterative process of design & evaluation

• paper mockups

• usability studies

• surveys on usefulness

11http://funnytogo.com/pictures/evolution/timeline.htm

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http://funnytogo.com/pictures/evolution/timeline.htm

http://funnytogo.com/pictures/evolution/timeline.htm

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iter. evaluation goal methodology demo-graphics data

I.usability, satisfaction,

preliminary usefulness

task-based interview with think-aloud, SUS

& MSDT

12 CS students at KULeuven

timetracking via Twitter

II.assessing teacher

needs, use & usefulness

online survey with Likert items, yes/no and open questions

19 teachers & TA’s with

CGIAR coursesMoodle logs

III.

assessing teacher needs, expert

feedback, use & usefulness

online survey with Likert items, yes/no and open questions

12 participants from LAK MOOC

Moodle logs

IV. use, usefulness & satisfaction

structured face-to-face interview with tasks &

open questions

11 teachers & TA’s at Carlos III

Uni. Madrid

VM with extensive

tool tracking

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ITERATION ONE

• usability and user satisfaction evaluation

• 12 CS students, using a -based time tracker

• 2 evaluation sessions:

• task based interview with think aloud (after 1 week of tracking)

• user satisfaction (SUS & MSDT) (after 1 month)

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• in general, people understand the visualizations well!

• some issues were uncovered...

LEARNABILITY, ERRORS & EFFICIENCY

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[Bangor et al. 2008]

USER SATISFACTION

• average SUS score: 73%

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demographics

evaluation goal

design changes negative positive

I. 12 CS students

usability, satisfaction, preliminary usefulness

1st iteration small usability issues

•↑learnability•↓errors•good satisfaction•usefulness positive

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ITERATION TWO

• 20 persons: 3 CGIAR, 2 Law, 8 CS teachers & 7 CS TA’s.

• An online survey about usefulness, teacher issues and how the tool can resolve these.

• on average: 40 mins are spent using SAM.

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CGIAR CASE STUDY

Provide feedback to the students

Being aware of what students are doing

Knowing about collaboration and communication

Knowing which documents are used and how much

Knowing how and when online tools have been used

Finding the students who are not doing well

Finding the best students

Knowing how much time students spent

Knowing if external learning resources are used

issue for teacher addressed

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✔?

✔

??

✔

✔✔??✔?

✔

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1 2 3 4 5

Issues

Provide feedback to the studentsBeing aware of what students are doingKnowing about collaboration and communication *Knowing which documents are used and how muchKnowing how and when online tools have been usedFinding the students who are not doing well


Knowing how much time students spentKnowing if external learning resources are used

Addressed by SAM

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CGIAR CASE STUDY











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✔?

✔

??

✔

✔✔??✔?

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CGIAR CASE STUDY

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CGIAR CASE STUDY

good indicator for effortunderstand the workload

use for course design optimization

obtain course overview

increase awareness

detect outliers

progress evolutioncompare students

want better 1 to 1 comparison tool

more details on student

want to search for students

more metricswanted

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demographics

evaluation goal


I.12 CS

students


1st iteration small usability issues


II.19

teachers & TA’s

assessing teacher

needs, use & usefulness

help functionresource

recomm. not useful

•provides awareness•all vis. useful•many uses•90% wants it

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ITERATION THREE

• open course on learning and knowledge analytics, http://bit.ly/dWYVbX

• 12 visual analytics enthousiasts + experts (who also teach)

• almost identical survey to CGIAR case.

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http://bit.ly/dWYVbX




LAK CASE STUDY











✔

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✔

✔?

?

?

✔?

✔?

✔?

✗

✗?

?

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LAK CASE STUDY

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LAK CASE STUDY

24http://maranash.blogspot.com/2011/01/conference-shout-out.html

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http://maranash.blogspot.com/2011/01/conference-shout-out.html


LAK CASE STUDY

chronological course dwell time

verify the status of the classroom activity

self-reflection to measure progress and increase

motivation

find students experiencing problems and low

engagement

more metrics

more data

24http://maranash.blogspot.com/2011/01/conference-shout-out.html

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IDEA’S FROM EXPERTS

detailed information per student

the used resource types

detailed information of 2 students

detailed usage stats of resources

stats or vis. on content creation

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IDEA’S FROM EXPERTS

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2

3

4

5 detailed information per student

the used resource types

detailed information of 2 students

detailed usage stats of resources

stats or vis. on content creation

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demographics

evaluation goal

design changes

negative positive

I.12 CS

students


1st iterationsmall usability

issues


II.19 teachers

& TA’s

assessing teacher needs, use & usefulness


recomm. not useful

•provides awareness•all vis. useful•many uses•90% want it

III.12

participants

assessing teacher

needs, expert feedback, use & usefulness

re-orderable parallel

coordinates with

histograms

most addressed needs are indecisive

•provides awareness and feedback•many uses•66% want it•recomm. can be useful

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ITERATION FOUR

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• a CS course on C++ programming

• 11 people: 7 teachers, 2 TA’s & 1 course planner

• richer data set: tracking from programming environment

• qualitative study using a structured face-2-face interview with 25 open questions.

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ACHIEVABLE TASKS

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identify students doing well and at risk

understand time spent better

better course overview

detect students for assistance

course planning

monitor tool and resource use

get a time summary

conflicting visions on students doing well

and at risk

http://www.tdpri.com/forum/telecaster-discussion-forum/48431-ic503z-cap-52-ri-blackguard-book.html

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USER SATISFACTION

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• average SUS score: 69,69%


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USER SATISFACTION

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• average SUS score: 69,69%

all: want to continue using it9/11: give it to students


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demo-graphics

evaluation goal


I.12 CS

students


1st iterationsmall usability

issues


II.19

teachers & TA’s

assessing teacher needs, use & usefulness


recomm. not useful

•provides awareness•all vis. useful•many uses•90% want it

III.12

participants

assessing teacher needs, expert

feedback, use & usefulness

re-orderable PC with

histograms

most addressed needs are indecisive

•provides awareness and feedback•many uses•66% want it•recomm. can be useful

IV.11

teachers & TA’s

use, usefulness & satisfaction

filter & search, icons,

zooming in line chart, editing PC

axes

conflicting visions of students

doing well or at risk

•provides time overview•provides course overview•PC assist with detecting problems•many uses & insights•100% want it

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CONCLUSION

• SAM enables:

• to find students doing well and at risk• a better course overview• understanding student time spending

• almost all participants want to continue using SAM

• SAM enables to find a wide variety ofnew insights

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The Student Activity Meter for Awareness and Self-reflection

Education

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