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IRT-Based Adaptive Hints to Scaffold Learning in Programming
https://uec.repo.nii.ac.jp/records/9358
https://uec.repo.nii.ac.jp/records/93583761f6c2-310c-456e-9f28-a8a57ea18376
名前 / ファイル | ライセンス | アクション |
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IRT-Based Adaptive Hints to Scaffold Learning in Programming (1.1 MB)
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Item type | 学術雑誌論文 / Journal Article(1) | |||||
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公開日 | 2019-09-24 | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | IRT-Based Adaptive Hints to Scaffold Learning in Programming | |||||
言語 | ||||||
言語 | eng | |||||
キーワード | ||||||
言語 | en | |||||
主題 | Learning science | |||||
キーワード | ||||||
言語 | en | |||||
主題 | Constructivism | |||||
キーワード | ||||||
言語 | en | |||||
主題 | Scaffolding | |||||
キーワード | ||||||
言語 | en | |||||
主題 | Dynamic assessment | |||||
キーワード | ||||||
言語 | en | |||||
主題 | Cognitive apprenticeship | |||||
キーワード | ||||||
言語 | en | |||||
主題 | Item response theory | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | journal article | |||||
著者 |
Ueno, Maomi
× Ueno, Maomi× Miyazawa, Yoshimitsu |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | Over the past few decades, many studies conducted in the field of learning science have described that scaffolding plays an important role in human learning. To scaffold a learner efficiently, a teacher should predict how much support a learner must have to complete tasks and then decide the optimal degree of assistance to support the learner's development. Nevertheless, it is difficult to ascertain the optimal degree of assistance for learner development. For this study, it is assumed that optimal scaffolding is based on a probabilistic decision rule: Given a teacher's assistance to facilitate the learner development, an optimal probability exists for a learner to solve a task. To ascertain that optimal probability, we developed a scaffolding system that provides adaptive hints to adjust the predictive probability of the learner's successful performance to the previously determined certain value, using a probabilistic model, i.e., item response theory (IRT). Furthermore, using the scaffolding system, we compared learning performances by changing the predictive probability. Results show that scaffolding to achieve 0.5 learner success probability provides the best performance. Additionally, results demonstrate that a scaffolding system providing 0.5 probability decreases the number of hints (amount of support) automatically as a fading function according to the learner's growth capability. | |||||
書誌情報 |
en : IEEE Transactions on Learning Technologies 巻 11, 号 4, p. 415-428, 発行日 2018-10 |
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出版者 | ||||||
出版者 | IEEE | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 1939-1382 | |||||
DOI | ||||||
関連タイプ | isVersionOf | |||||
識別子タイプ | DOI | |||||
関連識別子 | 10.1109/TLT.2017.2741960 | |||||
権利 | ||||||
権利情報 | © 2018 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. This is not the published version. Please cite only the published version. | |||||
関連サイト | ||||||
識別子タイプ | DOI | |||||
関連識別子 | https://doi.org/10.1109/TLT.2017.2741960 | |||||
著者版フラグ | ||||||
出版タイプ | AM | |||||
出版タイプResource | http://purl.org/coar/version/c_ab4af688f83e57aa |