3. RECOLECCIÓN DE LA INFORMACION Y ANÁLISIS DE RESULTADOS
3.9 La Triangulación Como Procedimiento De Análisis De Los Datos Recopilados
3.9.1 Matriz Triangulación Como Procedimiento de los Datos, Hipótesis y Teorías
According to the student’s emotional, motivational and cognitive state the system selects the appro- priate scenario. In these scenarios we regard a number of different learning strategies considering the competency based learning.
Competency is defined as ”a combination of skills, abilities, and knowledge needed to perform a specific task” [116]. The hierarchical relationships among terms commonly used in the learning process and competency are depicted in figure 4.5. Each level in the pyramid affects the level above. The first level of this pyramid consists of traits and characteristics which depend on the student personality type. The differences in students’ personality help us explain the difference in student skills, abilities, and learning styles. The second level consists of skills, abilities, and knowledge which are developed during the learning process. Competencies, then, are the result of the integration of skill and knowledge. And finally, demonstration is the result of applying the competencies.
Competencies
Demonstration
Assessment of Performance Acquired skills, and knowledge Integrative Learning Experience Leanning ExperienceTraits and Characteristics
Skills, Abilities, and Knowledge
Developing in the learning process
Foundation
Competency based models mainly depend on measurable assessment. The learning process employs assessment strategies. The competency approach can be considered to be a way to sup- port the presentation and assessment of concepts from different prospective by giving varying tasks to students. These tasks differ in the required skills, abilities, and competencies.
There are clear advantages in using competency based learning models because measuring compe- tencies permit the student to return to one or more course parts that have not been mastered during the learning process. In addition, competencies also provide students with a clear map and the navigational tools needed to move towards their goals.
These scenarios are the following:
• Lesson scenario:
In this scenario the student can learn or study not only the selected concept, but also the prerequisite and related concepts, considering first the principles of instruction [117] and task-centered instruction strategy which helps in constructing the student’s knowledge. The scenario is started by representing presentation/demonstration information about the con- cept. Periodically there is practice or test activity to assess the degree to which learners are acquiring the knowledge or skill component being taught. After completing the instruction of the first topic, the next topic is taught in similar manner. Such that if a student is unsure of how a given piece of content will be eventually used it lacks the necessary relevance. Ac- quiring knowledge and skill components out of context makes it very difficult for students to form mental models over how this information applies in the real world. Besides, acquiring this skill in the context of whole tasks makes it more likely that learners will form mental models regarding how these individual skills are integrated into the overall performance. Toward the end of the lesson a culmination of experiences are taught where students are re- quired to apply their new knowledge and skills. In the traditional instruction it is not always clear to the learners how this component knowledge and skill should eventually be applied.
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We want to avoid a situation like ”You won’t understand this now but later it will be really important to you”.
• Revision Scenario:
The student in this scenario can construct and review his/her knowledge. Therefore, a com- plete simple task is introduced to the student with a guide for solving this task. Thus, students are then given instructions - presentation, demonstration of the skills required to do this task. Afterwards, a more complex task is introduced, asking the student to solve the presented problem and introducing a new part, they are taught additional skills or more detail for the initial skills that are required for this new task. Students are asked to recognize how the previous and new skills are used to complete the task. Finally at the last level, the student can solve a complete task.
• Companion Game Scenarios
Game scenario is an important factor in the learning process: It helps the student adap- t his/her emotion, decrease the student’s boredom, and increase motivation and attention. The development of intelligent tutoring systems has long been focusing on applying artifi- cial intelligence and cognitive science in education. A new branch of intelligent learning environments called learning systems was developed by Frasson [118]. In contrast to an intelligent tutoring system, in which a computer mimics an intelligent tutor, the learning companion system assumes two roles, one as an intelligent tutoring system and another as a learner’s companion. Using a learning companion, not a human, to train the student gives the system the ability to control the competency and behavior of the learning companion for a particular pedagogical strategy.
Four types of companion strategies are used as training scenarios: Companion with assis- tance friend, companion with competitor friend, companion with disturber friend and com- panion as teacher to your friend. Within these strategies we developed different scenarios.
The system will select an appropriate strategy type for the current cognitive, emotional and motivational student’s state, and then adjust the learning material level and interaction type for each scenario for that state. The companion game strategies are as follows:
– Training with an assistant friend
In this strategy the student can co-operate with the system as his/her assistant friend. Based on the assumption that the student is more willing to learn from an assistant friend than a teacher. Three scenarios are defined according to the student’s cognitive level, emotion and motivation state. The companion and the learner perform the same task and exchange ideas for solving the problem, they work together and ask for help only if they cannot find a solution. This assistant has a quite similar level of knowledge. In the second one, the knowledge level of the assistant is higher slightly than that of the learner, supposing that the assistant passed the problem stage and s/he helped the student solving the problem. In the third scenario, the student should solve the exercise alone, without help from the assistant if s/he does that, the score is decreased.
– Training with a competitor friend
In this strategy the competitor has a lower, comparable or higher level of knowledge. Thus, the system defines the level based on emotional or motivational state. The com- petitor and the student compete to get a higher score. They compete to solve the same exercise, or a different exercise. Hence, the teacher will ask the student to solve a prob- lem. If the answer was right, s/he will get the score, otherwise the competitor is asked to solve it and vice versa (note that, the system enforces the competitor to solve (or not) based on the student emotional and motivational state). Likewise, the student can collaborate with another companion to compete against another learning companion.
– Training with a disturbing friend
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maker interrupts the student to give hem/her his solution. This solution could be right or wrong and the student should decide to accept or refuse the disturber’s solution. The disturber (or the teacher) could wait until the student answer’s the question then asks about the confidence on his/her answer. This strategy helps the student to have confidence in his/her answer and it enhances knowledge acquisition.
– Learning by Teaching
Here the computer takes on the role of a student who is taught by a human student [119]. The idea of this strategy is to encourage the student to act as a teacher, which helps in increasing the student’s confidence and efficiency. The student (as a teacher) can help the companion solving the exercise, justify the answer, or explain the right answer. The tutor takes on the role of a teacher and provides knowledge and support when the companion faces difficulties. The student can teach one student or more. Learning by teaching approaches do not attempts to introduce new knowledge, but instead force students to brainstorm to their knowledge.
• Test Scenario
Student evaluation or assessment is a basic issue in our system. One of the standard ways of achieving that is through testing. The test in our approach consists of a number of exercises with specific levels of difficulty corresponding to the student level. The student uses this module to take a complete test about the course. The system delivers adequate test for the student’s cognitive level. From the testing results, the tutor is able to specify each student’s progress.