Student learning behavior in an unsupervised learning environment
College
College of Computer Studies
Department/Unit
Software Technology
Document Type
Archival Material/Manuscript
Publication Date
2012
Abstract
Learning is commonly associated with knowledge transfer involving guidance from a teacher. However, as people grow older they are expected to know how to learn by themselves. In this research, we analyzed student learning in an unsupervised learning environment, i.e., performing academic research, wherein students have complete control over their learning thus requiring them to manage it. Transition likelihood metrics were used to analyze the interplay between emotion, learning and non-learning related activities while students did research. Several observations were seen from students learning in this environment such as students experiencing cognitive disequilibrium but experiencing disengagement faster. Non-learning related activities were also shown to have the potential of motivating students to resume learning. Lastly, user-specific traits and context seem to affect the interplay between learning and non-learning activities in an unsupervised learning environment. This highlights the need to not only create general models to predict student behavior but also user-specific models to allow future systems to provide appropriate feedback in this environment.
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Recommended Citation
Inventado, P. B., Legaspi, R. S., Cabredo, R. A., & Numao, M. (2012). Student learning behavior in an unsupervised learning environment. Retrieved from https://animorepository.dlsu.edu.ph/faculty_research/5596
Disciplines
Educational Psychology
Keywords
Learning; Learning, Psychology of; Prediction of scholastic success
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