Matching Items (7)
Filtering by
- All Subjects: Collaboration
- All Subjects: Geometry
- Creators: Walker, Erin
- Member of: Theses and Dissertations
Description
This thesis is an initial test of the hypothesis that superficial measures suffice for measuring collaboration among pairs of students solving complex math problems, where the degree of collaboration is categorized at a high level. Data were collected
in the form of logs from students' tablets and the vocal interaction between pairs of students. Thousands of different features were defined, and then extracted computationally from the audio and log data. Human coders used richer data (several video streams) and a thorough understand of the tasks to code episodes as
collaborative, cooperative or asymmetric contribution. Machine learning was used to induce a detector, based on random forests, that outputs one of these three codes for an episode given only a characterization of the episode in terms of superficial features. An overall accuracy of 92.00% (kappa = 0.82) was obtained when
comparing the detector's codes to the humans' codes. However, due irregularities in running the study (e.g., the tablet software kept crashing), these results should be viewed as preliminary.
in the form of logs from students' tablets and the vocal interaction between pairs of students. Thousands of different features were defined, and then extracted computationally from the audio and log data. Human coders used richer data (several video streams) and a thorough understand of the tasks to code episodes as
collaborative, cooperative or asymmetric contribution. Machine learning was used to induce a detector, based on random forests, that outputs one of these three codes for an episode given only a characterization of the episode in terms of superficial features. An overall accuracy of 92.00% (kappa = 0.82) was obtained when
comparing the detector's codes to the humans' codes. However, due irregularities in running the study (e.g., the tablet software kept crashing), these results should be viewed as preliminary.
ContributorsViswanathan, Sree Aurovindh (Author) / VanLehn, Kurt (Thesis advisor) / T.H CHI, Michelene (Committee member) / Walker, Erin (Committee member) / Arizona State University (Publisher)
Created2014
Description
For this master's thesis, a unique set of cognitive prompts, designed to be delivered through a teachable robotic agent, were developed for students using Tangible Activities for Geometry (TAG), a tangible learning environment developed at Arizona State University. The purpose of these prompts is to enhance the affordances of the tangible learning environment and help researchers to better understand how we can design tangible learning environments to best support student learning. Specifically, the prompts explicitly encourage users to make use of their physical environment by asking students to perform a number of gestures and behaviors while prompting students about domain-specific knowledge. To test the effectiveness of these prompts that combine elements of cognition and physical movements, the performance and behavior of students who encounter these prompts while using TAG will be compared against the performance and behavior of students who encounter a more traditional set of cognitive prompts that would typically be used within a virtual learning environment. Following this study, data was analyzed using a novel modeling and analysis tool that combines enhanced log annotation using video and user model generation functionalities to highlight trends amongst students.
ContributorsThomas, Elissa (Author) / Burleson, Winslow (Thesis advisor) / Muldner, Katarzyna (Committee member) / Walker, Erin (Committee member) / Glenberg, Arthur (Committee member) / Arizona State University (Publisher)
Created2014
Description
The quality of user interface designs largely depends on the aptitude of the designer. The ability to generate mental abstract models and characterize a target user audience helps greatly when conceiving a design. The dry cleaning point-of-sale industry lacks quality user interface designs. These impaired interfaces were compared with textbook design techniques to discover how applicable published interface design concepts are in practice. Four variations of a software package were deployed to end users. Each variation contained different design techniques. Surveyed users responded positively to interface design practices that were consistent and easy to learn. This followed textbook expectations. Users however responded poorly to customization options, an important feature according to textbook material. The study made conservative changes to the four interface variations provided to end-users. A more liberal approach may have yielded additional results.
ContributorsSmith, Andrew David (Author) / Nakamura, Mutsumi (Thesis director) / Gottesman, Aaron (Committee member) / Barrett, The Honors College (Contributor) / Electrical Engineering Program (Contributor)
Created2014-05
Description
Over the course of computing history there have been many ways for humans to pass information to computers. These different input types, at first, tended to be used one or two at a time for the users interfacing with computers. As time has progressed towards the present, however, many devices are beginning to make use of multiple different input types, and will likely continue to do so. With this happening, users need to be able to interact with single applications through a variety of ways without having to change the design or suffer a loss of functionality. This is important because having only one user interface, UI, across all input types is makes it easier for the user to learn and keeps all interactions consistent across the application. Some of the main input types in use today are touch screens, mice, microphones, and keyboards; all seen in Figure 1 below. Current design methods tend to focus on how well the users are able to learn and use a computing system. It is good to focus on those aspects, but it is important to address the issues that come along with using different input types, or in this case, multiple input types. UI design for touch screens, mice, microphones, and keyboards each requires satisfying a different set of needs. Due to this trend in single devices being used in many different input configurations, a "fully functional" UI design will need to address the needs of multiple input configurations. In this work, clashing concerns are described for the primary input sources for computers and suggests methodologies and techniques for designing a single UI that is reasonable for all of the input configurations.
ContributorsJohnson, David Bradley (Author) / Calliss, Debra (Thesis director) / Wilkerson, Kelly (Committee member) / Walker, Erin (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2013-05
Description
In the 2 Sigma Learning Lab we use Quinn as an embodied agent in the tangible activities for geometry (TAG) system. The TAG system is focused on teaching students basic geometry skills, mainly plotting points in a Cartesian Grid. The TAG system's main tool is Quinn's reactive prompts which help students overcome various misconceptions and teach basic concepts about the Cartesian plane and points. By analyzing past studies using the TAG system my goal is to develop prototypical agent profiles based off of my findings in learner profiles that might facilitate focused tutoring that addresses important misconceptions. Furthermore, applied use of these prototypical agent profiles would allow for students to teach Quinn as an application of the Learning-by-Teaching paradigm.
ContributorsYocky, Jonathan Andrew (Author) / Walker, Erin (Thesis director) / Wetzel, Jon (Committee member) / Computer Science and Engineering Program (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Virtual Reality (hereafter VR) and Mixed Reality (hereafter MR) have opened a new line of applications and possibilities. Amidst a vast network of potential applications, little research has been done to provide real time collaboration capability between users of VR and MR. The idea of this thesis study is to develop and test a real time collaboration system between VR and MR. The system works similar to a Google document where two or more users can see what others are doing i.e. writing, modifying, viewing, etc. Similarly, the system developed during this study will enable users in VR and MR to collaborate in real time.
The study of developing a real-time cross-platform collaboration system between VR and MR takes into consideration a scenario in which multiple device users are connected to a multiplayer network where they are guided to perform various tasks concurrently.
Usability testing was conducted to evaluate participant perceptions of the system. Users were required to assemble a chair in alternating turns; thereafter users were required to fill a survey and give an audio interview. Results collected from the participants showed positive feedback towards using VR and MR for collaboration. However, there are several limitations with the current generation of devices that hinder mass adoption. Devices with better performance factors will lead to wider adoption.
The study of developing a real-time cross-platform collaboration system between VR and MR takes into consideration a scenario in which multiple device users are connected to a multiplayer network where they are guided to perform various tasks concurrently.
Usability testing was conducted to evaluate participant perceptions of the system. Users were required to assemble a chair in alternating turns; thereafter users were required to fill a survey and give an audio interview. Results collected from the participants showed positive feedback towards using VR and MR for collaboration. However, there are several limitations with the current generation of devices that hinder mass adoption. Devices with better performance factors will lead to wider adoption.
ContributorsSeth, Nayan Sateesh (Author) / Nelson, Brian (Thesis advisor) / Walker, Erin (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2017
Description
Students seldom spontaneously collaborate with each other. A system that can measure collaboration in real time could be useful, for example, by helping the teacher locate a group requiring guidance. To address this challenge, the research presented here focuses on building and comparing collaboration detectors for different types of classroom problem solving activities, such as card sorting and handwriting.
Transfer learning using different representations was also studied with a goal of building collaboration detectors for one task can be used with a new task. Data for building such detectors were collected in the form of verbal interaction and user action logs from students’ tablets. Three qualitative levels of interactivity were distinguished: Collaboration, Cooperation and Asymmetric Contribution. Machine learning was used to induce a classifier that can assign a code for every episode based on the set of features. The results indicate that machine learned classifiers were reliable and can transfer.
Transfer learning using different representations was also studied with a goal of building collaboration detectors for one task can be used with a new task. Data for building such detectors were collected in the form of verbal interaction and user action logs from students’ tablets. Three qualitative levels of interactivity were distinguished: Collaboration, Cooperation and Asymmetric Contribution. Machine learning was used to induce a classifier that can assign a code for every episode based on the set of features. The results indicate that machine learned classifiers were reliable and can transfer.
ContributorsViswanathan, Sree Aurovindh (Author) / VanLehn, Kurt (Thesis advisor) / Hsiao, Ihan (Committee member) / Walker, Erin (Committee member) / D' Angelo, Cynthia (Committee member) / Arizona State University (Publisher)
Created2020