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How to provide automated feedback on the writing process? A participatory approach to design writing analytics tools
Computer Assisted Language Learning ( IF 5.964 ) Pub Date : 2020-11-10 , DOI: 10.1080/09588221.2020.1839503
Rianne Conijn 1, 2 , Roberto Martinez-Maldonado 3 , Simon Knight 4 , Simon Buckingham Shum 5 , Luuk Van Waes 2 , Menno van Zaanen 6
Affiliation  

Abstract

Current writing support tools tend to focus on assessing final or intermediate products, rather than the writing process. However, sensing technologies, such as keystroke logging, can enable provision of automated feedback during, and on aspects of, the writing process. Despite this potential, little is known about the critical indicators that can be used to effectively provide this feedback. This article proposes a participatory approach to identify the indicators of students’ writing processes that are meaningful for educational stakeholders and that can be considered in the design of future systems to provide automated, personalized feedback. This approach is illustrated through a qualitative research design that included five participatory sessions with five distinct groups of stakeholders: bachelor and postgraduate students, teachers, writing specialists, and professional development staff. Results illustrate the value of the proposed approach, showing that students were especially interested in lower-level behavioral indicators, while the other stakeholders focused on higher-order cognitive and pedagogical constructs. These findings lay the groundwork for future work in extracting these higher-level indicators from in-depth analysis of writing processes. In addition, differences in terminology and the levels at which the indicators were discussed, highlight the need for human-centered, participatory approaches to design and develop writing analytics tools.



中文翻译:

如何在写作过程中提供自动反馈?设计写作分析工具的参与式方法

摘要

当前的写作支持工具往往侧重于评估最终或中间产品,而不是写作过程。然而,诸如击键记录之类的传感技术可以在书写过程中以及在书写过程的各个方面提供自动反馈。尽管有这种潜力,但人们对可用于有效提供这种反馈的关键指标知之甚少。本文提出了一种参与式方法来确定学生写作过程的指标,这些指标对教育利益相关者有意义,并且可以在未来系统的设计中考虑,以提供自动化、个性化的反馈。这种方法通过定性研究设计进行说明,其中包括五个不同利益相关者群体的五次参与式会议:学士和研究生、教师、写作专家和专业开发人员。结果说明了所提出方法的价值,表明学生对低级行为指标特别感兴趣,而其他利益相关者则专注于高阶认知和教学结构。这些发现为未来从写作过程的深入分析中提取这些更高层次的指标奠定了基础。此外,术语和指标讨论层次的差异突出表明需要以人为本的参与式方法来设计和开发写作分析工具。而其他利益相关者则专注于高阶认知和教学结构。这些发现为未来从写作过程的深入分析中提取这些更高层次的指标奠定了基础。此外,术语和指标讨论层次的差异突出表明需要以人为本的参与式方法来设计和开发写作分析工具。而其他利益相关者则专注于高阶认知和教学结构。这些发现为未来从写作过程的深入分析中提取这些更高层次的指标奠定了基础。此外,术语和指标讨论层次的差异突出表明需要以人为本的参与式方法来设计和开发写作分析工具。

更新日期:2020-11-10
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