Unlike university classrooms, academic support services provide students opportunities for enactive mastery of a skill with immediate feedback in low-risk learning environment. Given that this environment likely alters affective states, study tracked support-seekers’ perception (n=107) their anxiety and confidence before after repeated 1 hour development sessions (n=384). Results showed academi...

Improving retention and identifying ‘at risk’ learners are high profile issues in higher education, and a proposed solution is to provide good learner support. Blending of online learning with classroom sessions offers the potential to use a virtual learning environment to deliver learning activities, and to support learners using a distance learning model. Online tracking can also help to targ...

Emerging MOOC platforms capture huge amounts of learner data. This paper presents our MOOClm platform, for transforming data from MOOCs into independent learner models that can drive personalisation and support reuse of the learner model, for example in an Open Learner Model (OLM). We describe the MOOClm architecture and demonstrate how we have used it to build OLMs.

This paper presents a propose for support learning in a pervasive computing environment. It is composed of educational service agents (ESA) and a pervasive personal pedagogical agent (P3A). ESA will support educational applications using the pervasive environment ISAM. Agents will be accessed through P3A, which shall always be with the learner (the agent moves to devices that the learner is usi...

This paper describes a method for learner modelling for use within simulation-based learning environments. The goal of the learner modelling system is to provide the learner with advice on discovery learning. The system analyzes the evidence that a learner has generated for a specific hypothesis, assesses whether the learner needs support on the discovery process, and the nature of that support...

Learner-centered design (LCD) is an evolving design approach for designing tools that support learners trying to engage in and understand complex work practices in which they are novices. Learner-centered design focuses on developing tools that incorporate support (or “scaffolding”) to support the novice in seeing and doing complex, unknown work so that the learner can begin developing an under...

Open learner models to facilitate reflection are becoming more common in adaptive learning environments. There are a variety of approaches to presenting the learner model to the student, and for the student to interact with their open learner model, as the requirements for an open learner model will vary depending on the aims of the system. In this paper we extend existing approaches yet furthe...

This paper describes a two-part study of animated affective agents that varied by affective state (positive or evasive) and motivational support (present or absent). In the first study, all four conditions significantly improved learning; however, only three conditions significantly improved math self-efficacy, the exception being the animated agent with evasive emotion and no motivational supp...