Analysis and design of mastery learning criteria

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14330%2F18%3A00104014" target="_blank" >RIV/00216224:14330/18:00104014 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1080/13614568.2018.1476596" target="_blank" >http://dx.doi.org/10.1080/13614568.2018.1476596</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/13614568.2018.1476596" target="_blank" >10.1080/13614568.2018.1476596</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Analysis and design of mastery learning criteria

Popis výsledku v původním jazyce

A common personalisation approach in educational systems is mastery learning. A key step in this approach is a criterion that determines whether a learner has already achieved mastery. We thoroughly analyse several mastery criteria for the basic case of a single well-specified knowledge component. For the analysis we use experiments with both simulated and real data. The results show that the choice of data sources used for mastery decision and the setting of thresholds are more important than the choice of a learner modelling technique. We argue that a simple exponential moving average method is a suitable technique for mastery criterion and discuss techniques for the choice of a mastery threshold. We also propose an extension of the exponential moving average method that takes into account practical aspects like time intensity of items and we report on a practical application of this mastery criterion in a widely used educational system.

Název v anglickém jazyce

Analysis and design of mastery learning criteria

Popis výsledku anglicky

A common personalisation approach in educational systems is mastery learning. A key step in this approach is a criterion that determines whether a learner has already achieved mastery. We thoroughly analyse several mastery criteria for the basic case of a single well-specified knowledge component. For the analysis we use experiments with both simulated and real data. The results show that the choice of data sources used for mastery decision and the setting of thresholds are more important than the choice of a learner modelling technique. We argue that a simple exponential moving average method is a suitable technique for mastery criterion and discuss techniques for the choice of a mastery threshold. We also propose an extension of the exponential moving average method that takes into account practical aspects like time intensity of items and we report on a practical application of this mastery criterion in a widely used educational system.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

10200 - Computer and information sciences

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

New Review of Hypermedia and Multimedia

ISSN

1361-4568

e-ISSN

1740-7842

Svazek periodika

24

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

27

Strana od-do

133-159

Kód UT WoS článku

000449776300002

EID výsledku v databázi Scopus

2-s2.0-85047666977