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Auflistung nach Autor:in "Menze, Dennis"

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  • Konferenzbeitrag
    Interaction of reading and assessment behavior
    (20. Fachtagung Bildungstechnologien (DELFI), 2022) Menze, Dennis; Seidel, Niels; Kasakowskij, Regina
    Reading and assessment are elementary activities for knowledge acquisition in online learning. Assessments represented as quizzes can help learners to identify gaps in their knowledge and understanding, which they can then overcome by reading the corresponding text-based course material. Reversely, quizzes can be used to evaluate reading comprehension. In this paper, we examine the interactions between reading and quiz activities using scroll and log data from an online undergraduate course (N=142). By analyzing processes and sequential patterns in user sessions, we identified six session clusters for characteristic reading and quiz patterns potentially relevant for adaptive learning support. Using these session clusters, we further clustered students by their reading and quiz behavior over six time periods within the semester. The results hypothesize a personalization for seven groups of learners characterized by their temporal activity and predominant quiz and reading behavior.
  • Konferenzbeitrag
    Support for Reading Comprehension in Digital Course Texts
    (Proceedings of DELFI Workshops 2022, 2022) Menze, Dennis; Seidel, Niels
    Both reading textbooks and answering quizzes lead to better recall of learning content and better learning outcomes, especially when both forms are combined interactively. Nevertheless, existing solutions in learning management systems usually offer reading and quizzes separately. This work aims to improve this by measuring and visualizing students’ reading comprehension based on their answers to automatically displayed questions about the text sections they have just read. First, a comprehensive overview of the state of research on reading comprehension is given. Then, a prototypical realization of a partially adaptive system for supporting reading comprehension is presented. Finally, possible extensions to improve adaptivity, interventions, automation, and measurement of reading comprehension are discussed.