Research topic Archives - Page 21 of 23

Jul212021 by Prof. Dr. Hendrik DrachslerNo Comments

New Pub: Literature Review on Co-Located Collaboration Modeling Using Multimodal Learning Analytics—Can We Go the Whole Nine Yards?

General education, Journal, Literature review, Multimodal Learning Analytics, Open access, Publication

Collaboration is one of the important 21st-century skills. It can take place in remote or co-located settings. Co-located collaboration (CC) is a very complex process that involves subtle human interactions that can be described with indicators like eye gaze, speaking time, pitch, and social skills from different modalities. With the advent of sensors, multimodal learning analytics has gained momentum to detect CC quality. Indicators (or low-level events) can be used to detect CC quality with the help of measurable markers (i.e., indexes composed of one or more indicators) which give the high-level collaboration process deﬁnition. However, this understanding is incomplete without considering the scenarios (such as problem solving or meetings) of CC. The scenario of CC affects the set of indicators considered: for instance, in collaborative programming, grabbing the mouse…

Jul152021 by Sebastian WollnyNo Comments

New Pub: Are We There Yet? – A Systematic Literature Review on Chatbots in Education

Artificial Intelligence, General education, Journal, Learning Analytics, Literature review, Open access, Publication

Are We There Yet? - A Systematic Literature Review on Chatbots in Education Chatbots are a promising technology with the potential to enhance workplaces and everyday life. In terms of scalability and accessibility, they also offer unique possibilities as communication and information tools for digital learning. In this work, we present a systematic literature review investigating the areas of education where chatbots have already been applied, explore the pedagogical roles of chatbots, the use of chatbots for mentoring purposes, and their potential to personalize education. We conducted a preliminary analysis of 2,678 publications to perform this literature review, which allowed us to identify 74 relevant publications for chatbots’ application in education. Through this, we address five research questions that, together, allow us to explore the current state-of-the-art of this educational…

Jul62021 by Prof. Dr. Hendrik DrachslerNo Comments

SoLAR webinar on: Investigating persistent and new challenges of learning analytics

Artificial Intelligence, Computational Psychometrics, Higher Education, Keynote, Learning Analytics, Learning Design, Multimodal Learning Analytics, School, Workshop

On 29 June 2021, Hendrik Drachsler gave an invited webinar for the SoLAR webinar channel where he reflected the process of applying learning analytics solutions within higher education settings and schools, its implications, and the critical lessons learned in the Trusted Learning Research Program. The talk focused on the experience of edutec.science research collective consisting of researchers from the Netherlands and Germany that contribute to the Trusted Learning Analytics (TLA) research program. The TLA program aims to provide actionable and supportive feedback to students and stands in the tradition of human-centred learning analytics concepts. It, therefore, applies sensor technology to support psychomotor as well as web technology to support meta-cognitive and collaborative learning skills with high-informative feedback methods. Hendrik applies validated measurement instruments from the field of psychometric and investigates…

Jun152021 by Prof. Dr. Hendrik DrachslerNo Comments

Kickoff: HELA – Improving HEI maturity to implement learning analytics

Digitalisation, Learning Analytics, Project, School

In February 2021, the Croatian Science Foundation (HRZZ) approved funding of the research project "HELA - Improving HEI maturity to implement learning analytics" that will be implemented during the next 4 years at the Faculty of Organization and Informatics (FOI), University of Zagreb under the leadership of Full Prof. Nina Begičević Ređep, PhD The project, which started with its activities on March 1, 2021, will be financed by the HRZZ in the total amount of 776,230.00 HRK. The purpose of this research project is to contribute to a better understanding and optimization of the teaching and learning processes supported by LA through improving HEI maturity to implement LA. The expected impact of the research will be reflected in faster implementation of learning analytics in higher education, improved evidence-based strategic decision-making and…

Jun12021 by Prof. Dr. Hendrik DrachslerNo Comments

Kickoff Meeting of HICOF-DL – Highly Informative and Competence-based Feedback for Digital Learning

Computational Psychometrics, Higher Education, Learning Analytics, Project

Currently, almost all students learn only digitally at home, because in the wake of the COVID 19 pandemic, universities have largely converted their teaching to online courses. But the virtual lectures and seminars often still lack individual feedback for learners. A new project conducted by the DIPF | Leibniz Institute for Human Development and Educational Information and the Goethe University Frankfurt aims to change that. The researchers want to develop a software tool that uses modern, automated evaluation methods to help provide accurate feedback. Derzeit lernen fast alle Studierenden nur digital zu Hause, denn im Zuge der COVID-19-Pandemie haben die Hochschulen ihren Lehrbetrieb größtenteils auf Online-Veranstaltungen umgestellt. Doch den virtuellen Vorlesungen und Seminaren mangelt es häufig noch an individuellen Rückmeldungen für die Lernenden. Ein neues, vom DIPF | Leibniz-Institut für…

Jun12021 by Daniele Di MitriNo Comments

Sebastian Gombert joins the team

Learning Analytics, Team

Starting 1st June 2021, Sebastian Gombert joins the team as a doctoral researcher. Before this, he studied Linguistic and Literary Computing at TU Darmstadt which he finished with a thesis on the detection of semantic uncertainty in scientific writing through a combination of transformer language models and conditional random fields. Besides this, Sebastian worked as a tutor, software developer and junior research assistant in various contexts and was active in academic self-government.

Jun12021 by Daniele Di MitriNo Comments

Jane Yau joins the team

Computational Psychometrics, Learning Analytics, Team

Starting 1st June 2021, Dr. Jane Yau joins the EduTec team as a Researcher in the HIKOF-DL project. This project combines the existing methods from two open-source software tools – personalisation of formative learning feedback with the OnTask tool (funded by the Australian Govt.) and transformation of generic tests into adaptive ones suiting to individual learner profiles with the KAT-HS tool (funded by BMBF, Germany) in order to form new technologies for improving teaching and learning in the university context. This new feedback system will be implemented and evaluated with students at the Goethe University in Frankfurt and further collaborations with industry partners will be developed, who are interested in the technologies for increasing the learning effectiveness and study success within their students’ courses. In Jane’s Masters thesis, she focused…

May292021 by Daniele Di MitriNo Comments

Meine KI-Forschung hilft dabei, produktive Lernverläufe zu identifizieren und Kompetenzen zu verbessern

Artificial Intelligence, Higher Education, Multimodal Learning Analytics, Press

[This article appeared on bildungsserver.de and it was written by Christine Schumann for Deutscher Bildungsserver] Wie bei digitalen Lerneinheiten entstehende Daten für personalisiertes Feedback genutzt werden können. FRAGEN AN Daniele Di Mitri, der im April 2021 in der Kategorie Geistes- und Sozialwissenschaften zum AI-Newcomer des Jahres gewählt wurde. Am DIPF | Leibniz-Institut baut er gerade eine Forschungsgruppe zum Thema Künstliche Intelligenz auf, um verantwortungsvolle KI-Systeme für die Bildung zu entwickeln. Zurzeit konzentrieren sich seine Arbeiten auf praktische Lernaufgaben – und nicht auf allgemeine Lernsituationen im Klassenzimmer. Herr Di Mitri, sind Sie stolz auf Ihre Auszeichnung als „AI Newcomer“ des Jahres 2021? Ja, ich bin begeistert, dass ich im Rahmen des KI-Camps zum „AI Newcomer of 2021“ gewählt wurde. Das KI-Camp ist das nationale Event in Deutschland zur Künstlichen Intelligenz, das das Bundesministerium für…

May202021 by Daniele Di MitriNo Comments

Interview for Hessischer Rundfunk

Artificial Intelligence, Higher Education, Multimodal Learning Analytics, Press

Dr. Draniele Di Mitri was interviewed (in German) by Hessischer Rundfunk by Alexander Schmitt. The theme of the episode was: Artificial intelligence is penetrating deeper and deeper into our lives: we talk to computers, rely on their search results and will soon be driven by robot cars. The revolution is just beginning. What are young research talents in Hesse working on? [audio mp3="https://edutec.science/wp-content/uploads/2021/05/hr-info_wirtschaft_20210512_87919984-AudioTrimmer.com_.mp3"][/audio] Listen to the entire episode Below the answer to the questions translated into English: *** You are interested in education and in technology - is it related to your parents? Yes, I believe I inherited my two main passions from my parents. My father was a first-generation software engineer and my mother was a teacher. In my teenage years, my father showed me how to create a…

May32021 by Prof. Dr. Hendrik DrachslerNo Comments

New Pub: Towards Automatic Collaboration Analytics for Group Speech Data Using Multimodal Learning Analytics

General education, Journal, Multimodal Learning Analytics, Open access, Publication

Collaboration is an important 21st Century skill. Co-located (or face-to-face) collaboration (CC) analytics gained momentum with the advent of sensor technology. Most of these works have used the audio modality to detect the quality of CC. The CC quality can be detected from simple indicators of collaboration such as total speaking time or complex indicators like synchrony in the rise and fall of the average pitch. Most studies in the past focused on “how group members talk” (i.e., spectral, temporal features of audio like pitch) and not “what they talk”. The “what” of the conversations is more overt contrary to the “how” of the conversations. Very few studies studied “what” group members talk about, and these studies were lab based showing a representative overview of specific words as topic clusters…