%0 Conference Paper %1 10.1007/978-3-319-61425-0_2 %A Al-Shanfari, Lamiya %A Demmans Epp, Carrie %A Baber, Chris %B Artificial Intelligence in Education %C Cham %D 2017 %E André, Elisabeth %E Baker, Ryan %E Hu, Xiangen %E Rodrigo, Ma. Mercedes T. %E du Boulay, Benedict %I Springer International Publishing %K open-student-model uncertainty %P 15--27 %T Evaluating the Effect of Uncertainty Visualisation in Open Learner Models on Students' Metacognitive Skills %X Self-assessment is widely used in open learner models (OLMs) as a metacognitive process to enhance students' self-regulated learning. Yet little research has investigated the impact of the visualisation when the OLM shows the conflict (i.e., uncertainty) between the system's beliefs about student knowledge and students' confidence in the correctness of their answers. We deployed such an OLM and studied its use. The impact of the uncertainty visualisation on student learning, confidence gains and actions was determined by comparing these measures across two treatment conditions and a control condition. Those who accessed the OLM performed significantly better on the post-test, and those in the treatment group who could see both sets of beliefs separately showed greater confidence gains and used the system more. %@ 978-3-319-61425-0

@inproceedings{10.1007/978-3-319-61425-0_2, abstract = {Self-assessment is widely used in open learner models (OLMs) as a metacognitive process to enhance students' self-regulated learning. Yet little research has investigated the impact of the visualisation when the OLM shows the conflict (i.e., uncertainty) between the system's beliefs about student knowledge and students' confidence in the correctness of their answers. We deployed such an OLM and studied its use. The impact of the uncertainty visualisation on student learning, confidence gains and actions was determined by comparing these measures across two treatment conditions and a control condition. Those who accessed the OLM performed significantly better on the post-test, and those in the treatment group who could see both sets of beliefs separately showed greater confidence gains and used the system more.}, added-at = {2018-04-18T16:41:59.000+0200}, address = {Cham}, author = {Al-Shanfari, Lamiya and Demmans Epp, Carrie and Baber, Chris}, biburl = {https://www.bibsonomy.org/bibtex/22453bdab238bf499e9d81136174ec6f2/brusilovsky}, booktitle = {Artificial Intelligence in Education}, description = {Evaluating the Effect of Uncertainty Visualisation in Open Learner Models on Students’ Metacognitive Skills | SpringerLink}, editor = {Andr{\'e}, Elisabeth and Baker, Ryan and Hu, Xiangen and Rodrigo, Ma. Mercedes T. and du Boulay, Benedict}, interhash = {01ec63472cb626b827f3e2772f868567}, intrahash = {2453bdab238bf499e9d81136174ec6f2}, isbn = {978-3-319-61425-0}, keywords = {open-student-model uncertainty}, pages = {15--27}, publisher = {Springer International Publishing}, timestamp = {2018-04-18T16:41:59.000+0200}, title = {Evaluating the Effect of Uncertainty Visualisation in Open Learner Models on Students' Metacognitive Skills}, year = 2017 }