A dynamical system model of microgenetic changes in performance, efficacy, strategy use and value during vocabulary learning
This paper describes the development of a dynamical systems model of self-regulated learning, which explains the practically and theoretically important dynamic relationships among three student-engagement constructs and performance during learning. This work mined data from computerized adaptive flashcard learning to create this dynamical systems model. This flashcard practice included pop-up survey questions on the student's experience of recent easiness, strategy use, and usefulness, in addition to the correctness performance data for the practice. Using this dynamical systems model, we were then able to simulate various user profiles to predict how they would experience the flashcard system. These simulations show how strategy use in this task is crucial because of the ways it influences performance, particularly over time. In the model, this result is shown by a bifurcation into two different regions for higher and lower strategy use, where the higher strategy-use equilibrium state is accompanied by performance predictions suggesting learning that is more efficient.
EDM 2011 - Proceedings of the 4th International Conference on Educational Data Mining
Pavlik, P., & Wu, S. (2011). A dynamical system model of microgenetic changes in performance, efficacy, strategy use and value during vocabulary learning. EDM 2011 - Proceedings of the 4th International Conference on Educational Data Mining, 277-281. Retrieved from https://digitalcommons.memphis.edu/facpubs/7240