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Relative Evaluation Feedback to Stimulate a Change in Learners' Consciousness and Action to Improve their Learning in Discrete Mathematics Class
https://ipsj.ixsq.nii.ac.jp/records/2004845
https://ipsj.ixsq.nii.ac.jp/records/2004845add74e07-103e-401d-a478-4f7cde536af7
| 名前 / ファイル | ライセンス | アクション |
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IPSJ-TCE1103002.pdf (1.4 MB)
2027年10月24日からダウンロード可能です。
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Copyright (c) 2025 by the Information Processing Society of Japan
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| 非会員：¥0, IPSJ:学会員：¥330, CE:会員：¥0, CLE:会員：¥0, DLIB:会員：¥0 | ||
| Item type | Trans(1) | |||||||||
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| 公開日 | 2025-10-24 | |||||||||
| タイトル | ||||||||||
| 言語 | ja | |||||||||
| タイトル | Relative Evaluation Feedback to Stimulate a Change in Learners' Consciousness and Action to Improve their Learning in Discrete Mathematics Class | |||||||||
| タイトル | ||||||||||
| 言語 | en | |||||||||
| タイトル | Relative Evaluation Feedback to Stimulate a Change in Learners' Consciousness and Action to Improve their Learning in Discrete Mathematics Class | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | [研究論文] learning analytics, machine learning, relative evaluation feedback, structural equation modelling, discrete mathematics | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | journal article | |||||||||
| 著者所属 | ||||||||||
| Graduate School of Software and Information Science, Iwate Prefectural University | ||||||||||
| 著者所属 | ||||||||||
| Graduate School of Software and Information Science, Iwate Prefectural University | ||||||||||
| 著者所属(英) | ||||||||||
| en | ||||||||||
| Graduate School of Software and Information Science, Iwate Prefectural University | ||||||||||
| 著者所属(英) | ||||||||||
| en | ||||||||||
| Graduate School of Software and Information Science, Iwate Prefectural University | ||||||||||
| 著者名 |
Sayuri,Chida
× Sayuri,Chida
× Ken'ichi,Minamino
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| 著者名(英) |
Sayuri Chida
× Sayuri Chida
× Ken'ichi Minamino
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| 論文抄録 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | Currently, active research on learning analytics is being conducted at research institutions worldwide. However, relying solely on objective data derived from the accumulation and analysis of learning data may not discern internal factors influencing learners' decision-making in their academic pursuits. Therefore, a combination of subjective data collection and analysis is essential for learning and educational support. This study sought to examine how the provision of learning-analytics-based feedback can stimulate a change in learners' consciousness and action to improve their learning in discrete mathematics class. Objective and subjective data were collected simultaneously from e-learning and motivation tests, respectively, and analyzed using machine learning. Thereafter, the results were provided as relative evaluation feedback to the learners. To confirm its effectiveness, we provided feedback in the class for three years. To investigate the effects of feedback on student motivation, we compared the results for the motivation scales of the Motivated Strategies for Learning Questionnaire (MSLQ) survey conducted before and after the feedback. The results confirmed that for the factors of MSLQ survey that had significant effects on learning outcomes, the differences in the mean subscale scores before and after feedback were positive for “value of learning,” “self-efficacy,” “external goal-orientation,” “possession of skills,” and “internal goal-orientation” and only negative for “test anxiety”. Teachers can utilize this feedback to stimulate a change in their consciousness and action to improve their learning, and, subsequently, their learning outcomes in discrete mathematics. ------------------------------ This is a preprint of an article intended for publication Journal of Information Processing(JIP). This preprint should not be cited. This article should be cited as: Journal of Information Processing Vol.33(2025) (online) ------------------------------ |
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| 論文抄録(英) | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | Currently, active research on learning analytics is being conducted at research institutions worldwide. However, relying solely on objective data derived from the accumulation and analysis of learning data may not discern internal factors influencing learners' decision-making in their academic pursuits. Therefore, a combination of subjective data collection and analysis is essential for learning and educational support. This study sought to examine how the provision of learning-analytics-based feedback can stimulate a change in learners' consciousness and action to improve their learning in discrete mathematics class. Objective and subjective data were collected simultaneously from e-learning and motivation tests, respectively, and analyzed using machine learning. Thereafter, the results were provided as relative evaluation feedback to the learners. To confirm its effectiveness, we provided feedback in the class for three years. To investigate the effects of feedback on student motivation, we compared the results for the motivation scales of the Motivated Strategies for Learning Questionnaire (MSLQ) survey conducted before and after the feedback. The results confirmed that for the factors of MSLQ survey that had significant effects on learning outcomes, the differences in the mean subscale scores before and after feedback were positive for “value of learning,” “self-efficacy,” “external goal-orientation,” “possession of skills,” and “internal goal-orientation” and only negative for “test anxiety”. Teachers can utilize this feedback to stimulate a change in their consciousness and action to improve their learning, and, subsequently, their learning outcomes in discrete mathematics. ------------------------------ This is a preprint of an article intended for publication Journal of Information Processing(JIP). This preprint should not be cited. This article should be cited as: Journal of Information Processing Vol.33(2025) (online) ------------------------------ |
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| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA12697953 | |||||||||
| 書誌情報 |
情報処理学会論文誌教育とコンピュータ（TCE） 巻 11, 号 3, 発行日 2025-10-24 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 2188-4234 | |||||||||
| 出版者 | ||||||||||
| 言語 | ja | |||||||||
| 出版者 | 情報処理学会 | |||||||||
