• Publications
  • Influence
Student Preferences for Editing, Persuading, and Negotiating the Open Learner Model
Results indicate that many students are less comfortable having direct control over the content of their learner model than in situations where the system has the final say over proposed changes. Expand
Alternative Views on Knowledge: Presentation of Open Learner Models
This paper describes a study in which individual learner models were built for students and presented to them with a choice of view. Students found it useful, and not confusing to be shown multipleExpand
Computer-based formative assessment to promote reflection and learner autonomy
A computer-based system primarily for formative assessment to help learners identify their knowledge, difficulties and misconceptions in a subject in order that they can focus their efforts where most required, thus encouraging learner autonomy. Expand
Reactions to Inspectable Learner Models : Seven Year Olds to University Students
This paper examines student reactions to inspectable learner models. We look at a simple example for children as young as 7, and university students using more complex inspectable learner models oneExpand
Visual Attention in Open Learner Model Presentations: An Eye-Tracking Investigation
Results suggest some views of the learner model information may be more likely to encourage learners to inspect information about their level of knowledge, whereas in other views attention is directed more towards scanning the view, resulting in a lower proportion of time focussed on knowledge-related data. Expand
UMPTEEN: Named and Anonymous Learner Model Access for Instructors and Peers
Results suggest that there are sufficient students interested in viewing peer models, and sufficient students willing to open their learner models to instructors and peers, to make further studies worthwhile. Expand
Adaptive Navigation Support, Learner Control and Open Learner Models
The purpose is to assess the potential of a greater range of OLMs in adaptive educational hypermedia and introduce five OLMs, discuss how these might be applied, and present learner reactions. Expand
Comparing Student-Constructed Open Learner Model Presentations to the Domain
The results suggest learners have different preferences for the type of view they would like to create, and in many cases use informal or unstructured representational systems. Expand
Designing learner-controlled educational interactions based on learning/cognitive style and learner behaviour
It is suggested that while style information can be used to inform the design of learning environments that accommodate learners' individual differences, it would be wise to recommend interactions based on learners' behaviour. Expand
20000 Inspections of a Domain-Independent Open Learner Model with Individual and Comparison Views
A domain-independent open learners model with multiple simple views on individual learner model data is introduced to help learners identify their knowledge, difficulties and misconceptions; prompt reflection on their knowledge and learning; and facilitate planning. Expand