Web-based Application for Visual Representation of Learners' Problem-Posing Learning Pattern

Author

Ahmad Afif Supianto, Satrio Agung Wicaksono, Fitra A. Bachtiar, Admaja Dwi Herlambang, Yusuke Hayashi, Tsukasa Hirashima

Abstract

Students’ learning process analysis normally involves massive amount of data. This study explores the pattern and relationship of students’ learning process data in an interactive learning media to identify their learning process patterns to ease the needs of sophisticated data analysis for class instructors and educational researchers. This study focuses on the development of a web-based software application that creates a visual representation of students’ learning process in a learning media. The result of this software is a visualization of students’ activity sequence. This result is then used to infer students’ learning patterns as well as identifying their learning behavior and to create a better feedback via the learning instructors. As a case study, this research uses the data log of Monsakun, a digital learning environment that focuses on the subject of mathematic for grade school students on the topic of arithmetic using story-based question and problem-posing approach. Investigation result shows four distinct learning activity patterns which are: smart pattern, adventure pattern, peer pattern and cyclic pattern. Each pattern requires different feedback to optimize learning progression, by using this web-based application, appropriate feedback to specific learning pattern is then applied to each student based on its learning activity pattern.

Full Text:

PDF

References


E. A. Silver, “On mathematical problem posing. For the Learning of Mathematics,” 14(1), pp. 19-28, 1994.

S. I. Brown and M. I. Walter, Problem posing: reflections and applications. Hillsdale: Lawrence Erlbaum Associates, 1993.

L. D. English, “Children’s problem posing and problem solving preferences,” In J. Mulligan & M. Mitchelmore (Eds.), Children’s number learning, Adelaide: The Australian Association of Mathematics Teachers Inc., 1996, pp. 227-242.

A. Shriki and I. Lavy, “Students’ self-assessment of creativity: benefits and limitations,” In C. Nicol, S. Oesterle, P. Liljedahl, & D. Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education, vol. 5, Vancouver: PME, 2014, pp. 177-184.

T. Hirashima, A. Nakano, and A. Takeuchi, “A diagnosis function of arithmetical word problems for learning by problem posing,” In R. Mizoguchi & J. Slaney (Eds.), PRICAI 2000 Topics in Artificial Intelligence (). Berlin: Springer, Berlin Heidelberg, 2000, pp. 745-755.

T. Hirashima, T. Yokoyama, M. Okamoto, and A. Takeuchi, “Learning by problem-posing as sentence-integration and experimental use,” Artificial Intelligence in Education, 2007, pp. 254-261.

T. Hirashima, T. Yokoyama, M. Okamoto, and A. Takeuchi, “Long-term use of learning environment for problem- posing in arithmetical word problems,” in the Proceedings of International Conference on Computers in Education, 2008, pp. 817-824.

S. Yamamoto, T. Kanbe, Y. Yoshida, K. Maeda, and T. Hirashima, “A case study of learning by problem-posing in introductory phase of arithmetic word problems,” In the Proceedings of the 20th International Conference on Computers in Education, 2012, pp. 25-32.

S. Yamamoto, T. Kanbe, Y. Yoshida, K. Maeda, and T. Hirashima, “Learning by problem-posing with online connected media tablets,” In Human Interface and the Management of Information. Information and Interaction for Learning, Culture, Collaboration, and Business. Berlin Heidelberg: Springer Berlin Heidelberg, 2013.

T. Hirashima and M. Kurayama, “Learning by problem-posing for reverse-thinking problems,” Artificial Intelligence in Education, 2011, pp. 123-130.

N. Hasanah, Y. Hayashi, and T. Hirashima, “Analysis of problem-posing process of arithmetical word problems as sentence integration: viewpoint of first selected sentence,” In G. Chen, V. Kumar, R. Hong, & S. C. Kong (Eds.), Emerging issues in smart learning. Berlin: Springer Berlin Heidelberg, 2015, pp. 85-88.

A. A. Supianto, Y. Hayashi, and T. Hirashima, "An Investigation of Learner's Actions in Posing Arithmetic Word Problem on an Interactive Learning Environment," IEICE Transactions on Information and Systems 100, no. 11, 2017, pp. 2725-2728.

A. A. Supianto, Y. Hayashi, and T. Hirashima, “Model-based analysis of thinking in problem posing as sentence integration focused on violation of the constraints,” Research and Practice in Technology Enhanced Learning, 12(1), 12, 2017.

S. Card, J. Mackinlay, and B. Shneiderman, “Readings in information visualization: using vision to think. Burlington: Morgan Kaufmann, 1999.

B. Shneiderman, “Inventing discovery tools: combining information visualization with data mining,” Information Visualization, 1(1), 5-12, 2002.

A.A. Supianto, Y. Hayashi, and T. Hirashima, “Process-based Assignment-Setting Change for Support of Overcoming Bottlenecks in Learning by Problem-Posing in Arithmetic Word Problems.” In Journal of Physics: Conference Series, vol. 812, no. 1, p. 012004. IOP Publishing, 2017.

T. Hirashima, S. Yamamoto, and Y. Hayashi, “Triplet structure model of arithmetical word problems for learning by problem-posing,” In S. Yamamoto (Ed.), Human interface and the management of information: Information and knowledge in applications and services. Switzerland: Springer International Publishing, 2014, pp. 42-50.




DOI: http://dx.doi.org/10.25126/jitecs.20194172