Document Type
Conference Paper
Journal/Book Title/Conference
Lecture Notes in Computer Science
Volume
13450
Publisher
Springer
Publication Date
9-5-2022
First Page
16
Last Page
30
Abstract
Past research has yielded ample knowledge regarding the design of analytics-based tools for teachers and has found beneficial effects of several tools on teaching and learning. Yet there is relatively little knowledge regarding the design of tools that support teachers when a class of students uses AI-based tutoring software for self-paced learning. To address this challenge, we conducted design-based research with 20 middle school teachers to create a novel real-time dashboard, Tutti, that helps a teacher monitor a class and decide which individual students to help, based on analytics from students’ tutoring software. Tutti is fully implemented and has been honed through prototyping and log replay sessions. A partial implementation was piloted in remote classrooms. Key design features are a two-screen design with (1) a class overview screen showing the status of each student as well as notifications of recent events, and (2) a deep dive screen to explore an individual student's work in detail, with both dynamic replay and an interactive annotated solution view. The project yields new insight into effective designs for a real-time analytics-based tool that may guide the design of other tools for K-12 teachers to support students in self-paced learning activities.
Recommended Citation
Aleven, V., Blankestijn,J.,Lawrence, L., Nagashima, T.,&Taatgen, N. (2022). A dashboard to support teachers during students’ self-paced AI-supportedproblem-solving practice.In Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption: 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Toulouse, France, September 12–16, 2022, Proceedings. Springer-Verlag, Berlin, Heidelberg, 16–30. https://doi.org/10.1007/978-3-031-16290-9_2
Included in
Educational Assessment, Evaluation, and Research Commons, Library and Information Science Commons
Comments
This version of the contribution has been accepted for publication, after peer review (when applicable) but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/978-3-031-16290-9_2. Use of this Accepted Version is subject to the publisher’s Accepted Manuscript terms of use https://www.springernature.com/gp/open-research/policies/accepted-manuscript-terms