short-paper

Enhancing the Experience Application Program Interface (xAPI) to Improve Domain Competency Modeling for Adaptive Instruction

Authors:

Robert A. Sottilare,

Rodney A. Long,

Benjamin S. GoldbergAuthors Info & Claims

L@S '17: Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale

Pages 265 - 268

https://doi.org/10.1145/3051457.3054001

Published: 12 April 2017 Publication History

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Abstract

This paper describes methods for enhancing the experience application program interface (xAPI) to improve the assessment of domain competency modeling for adaptive instruction. xAPI is an e-learning software specification which allows individual learning experiences and achievements to be amassed in a Learning Record Store (LRS). Adaptive instruction includes tailored training or educational experiences usually delivered and guided by Intelligent Tutoring Systems (ITSs). ITSs can more effectively tailor or adapt instruction when they have more accurate models of the learner's prior knowledge or competency. This paper examines the potential effect of methods to more accurately model learner experiences and domain competency in an LRS. Specifically, we recommend five methods to improve xAPI statements by documenting: 1) achievement types; 2) experience duration; 3) experience source information; 4) domain learning and forgetting; and 5) assessment within learning experiences.

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Ilić MMikić VKopanja LVesin B(2023)Intelligent techniques in e-learning: a literature reviewArtificial Intelligence Review10.1007/s10462-023-10508-156:12(14907-14953)Online publication date: 14-Jun-2023
https://doi.org/10.1007/s10462-023-10508-1
Guo SSun TGong JLu ZZhang LWang Q(2022)Remote Co-teaching in Rural Classroom: Current Practices, Impacts, and ChallengesProceedings of the 2022 CHI Conference on Human Factors in Computing Systems10.1145/3491102.3501924(1-16)Online publication date: 29-Apr-2022
https://dl.acm.org/doi/10.1145/3491102.3501924
Roscoe RCraig S(2022)A Heuristic Assessment Framework for the Design of Self-Regulated Learning TechnologiesJournal of Formative Design in Learning10.1007/s41686-022-00070-46:2(77-94)Online publication date: 23-Sep-2022
https://doi.org/10.1007/s41686-022-00070-4
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Index Terms

Enhancing the Experience Application Program Interface (xAPI) to Improve Domain Competency Modeling for Adaptive Instruction
1. Applied computing
  1. Education

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Information & Contributors

Information

Published In

L@S '17: Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale

April 2017

352 pages

ISBN:9781450344500

DOI:10.1145/3051457

General Chair:
Claudia Urrea
Massachusetts Institute of Technology, USA
,
Program Chairs:
Justin Reich
Massachusetts Institute of Technology, USA
,
Candace Thille
Stanford University, USA

This paper is authored by an employee(s) of the United States Government and is in the public domain. Non-exclusive copying or redistribution is allowed, provided that the article citation is given and the authors and agency are clearly identified as its source.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 12 April 2017

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Short-paper

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L@S 2017

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L@S 2017: Fourth (2017) ACM Conference on Learning @ Scale

April 20 - 21, 2017

Massachusetts, Cambridge, USA

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L@S '17 Paper Acceptance Rate 14 of 105 submissions, 13%;

Overall Acceptance Rate 117 of 440 submissions, 27%

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Cited By

View all

Ilić MMikić VKopanja LVesin B(2023)Intelligent techniques in e-learning: a literature reviewArtificial Intelligence Review10.1007/s10462-023-10508-156:12(14907-14953)Online publication date: 14-Jun-2023
https://doi.org/10.1007/s10462-023-10508-1
Guo SSun TGong JLu ZZhang LWang Q(2022)Remote Co-teaching in Rural Classroom: Current Practices, Impacts, and ChallengesProceedings of the 2022 CHI Conference on Human Factors in Computing Systems10.1145/3491102.3501924(1-16)Online publication date: 29-Apr-2022
https://dl.acm.org/doi/10.1145/3491102.3501924
Roscoe RCraig S(2022)A Heuristic Assessment Framework for the Design of Self-Regulated Learning TechnologiesJournal of Formative Design in Learning10.1007/s41686-022-00070-46:2(77-94)Online publication date: 23-Sep-2022
https://doi.org/10.1007/s41686-022-00070-4
Sottilare R(2022)AIS Challenges in Evaluating the Selection of Learner InterventionsAdaptive Instructional Systems10.1007/978-3-031-05887-5_8(104-112)Online publication date: 16-Jun-2022
https://doi.org/10.1007/978-3-031-05887-5_8
Samuelsen JChen WWasson B(2021)Enriching context descriptions for enhanced LA scalability: a case studyResearch and Practice in Technology Enhanced Learning10.1186/s41039-021-00150-216:1Online publication date: 29-Mar-2021
https://doi.org/10.1186/s41039-021-00150-2
Gong JDing QZhang YZhang LXu PLiu MXu YWang QBernhaupt RMueller FVerweij DAndres JMcGrenere JCockburn AAvellino IGoguey ABjørn PZhao SSamson BKocielnik R(2020)HeliCoach: An Adaptive Orientation and Mobility Training System in a Drone-based 3D Audio SpaceExtended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems10.1145/3334480.3382880(1-8)Online publication date: 25-Apr-2020
https://dl.acm.org/doi/10.1145/3334480.3382880
del Molino JBibiloni TOliver A(2020)Keys for successful 360° hypervideo design: A user study based on an xAPI analytics dashboardMultimedia Tools and Applications10.1007/s11042-020-09059-2Online publication date: 29-May-2020
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Zipp SCraig S(2019)The impact of a user’s biases on interactions with virtual humans and learning during virtual emergency management trainingEducational Technology Research and Development10.1007/s11423-019-09647-6Online publication date: 14-Jan-2019
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