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Impact of Open Social Student Modeling on Self-Assessment of Performance
PROCEEDINGS

, Gazi University, Turkey ; , University of Pittsburgh, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study examines the impact of Open Student Modeling (OSM) and its extension known as Open Social Student Modeling (OSSM) on students’ self-assessment of their SQL programming performance. It also explores the relationship between self-assessment and normalized gain. The study was performed with graduate students of University of Pittsburgh taking Database Course for the first semester 2014/2015 and ran for 11 weeks. The results demonstrated that both OSM and OSSM positively affect students’ regular self-assessment ability. However, only OSSM was able to positively impact students’ relative self-assessment ability (i.e., compare their SQL knowledge to others). The results also indicated that, students’ self-assessments are positively and highly correlated to their normalized gain.

Citation

Somyürek, S. & Brusilovsky, P. (2015). Impact of Open Social Student Modeling on Self-Assessment of Performance. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1181-1188). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 2, 2021 from .

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