TY - CHAP A1 - Bittner, Dominik A1 - Hauser, Florian A1 - Nadimpalli, Vamsi Krishna A1 - Grabinger, Lisa A1 - Staufer, Susanne A1 - Mottok, Jürgen T1 - Towards Eye Tracking based Learning Style Identification T2 - Proceedings of the 5th European Conference on Software Engineering Education, Seeon/Germany, June 19 - 21, 2023 N2 - The dropout rate at universities has been very high for years. Thereby, the inexperience and lack of knowledge of students in dealing with individual learning paths in various courses of study plays a decisive role. Adaptive learning management systems are suitable countermeasures, in which learners’ learning styles are classified using questionnaires or computationally intensive algorithms before a learning path is suggested accordingly. In this paper, a study design for student learning style classification using eye tracking is presented. Furthermore, qualitative and quantitative analyses clarify certain relationships between students’ eye movements and learning styles. With the help of classification based on eye tracking, the filling out of questionnaires or the integration of computationally or cost-intensive algorithms can be made redundant in the future. Y1 - 2023 SN - 978-1-4503-9956-2 U6 - https://doi.org/10.1145/3593663.3593680 SP - 138 EP - 147 PB - ACM ER - TY - CHAP A1 - Hauser, Florian A1 - Grabinger, Lisa A1 - Mottok, Jürgen A1 - Jahn, Sabrina A1 - Nadimpalli, Vamsi Krishna T1 - The Expert’s View: Eye Movement Modeling Examples in Software Engineering Education T2 - Proceedings of the 5th European Conference on Software Engineering Education, Seeon/Germany, June 19 - 21, 2023 N2 - This study investigates the impact of eye movement modeling examples in Software Engineering education. Software Engineering is a highly visual domain. The daily tasks of a software engineer (e.g., formulating requirements, creating UML diagrams, or conducting a code review) require in many cases the use of certain visual strategies. Although these strategies can be found for experts, it has been observed in different eye tracking studies that students have difficulties in learning and applying them. To familiarize students with these visual strategies and to provide them with a better understanding for the cognitive processes involved, a total of seven eye movement modeling examples was created. The seven eye movement modeling examples cover relevant parts of an introductory Software Engineering lecture; they are focused on typical situations in which visual strategies are applied. The results of a questionnaire-based evaluation shows that students consider the eye movement modeling examples as useful, feel supported in their learning process, and would like to see more use of them in the Software Engineering lecture. Furthermore, the students suggested that eye movement modeling examples should also be used in other lectures. Y1 - 2023 SN - 978-1-4503-9956-2 U6 - https://doi.org/10.1145/3593663.3593683 SP - 148 EP - 152 PB - ACM ER - TY - CHAP A1 - Nadimpalli, Vamsi Krishna A1 - Hauser, Florian A1 - Bittner, Dominik A1 - Grabinger, Lisa A1 - Staufer, Susanne A1 - Mottok, Jürgen ED - Mottok, Jürgen T1 - Systematic Literature Review for the Use of AI Based Techniques in Adaptive Learning Management Systems T2 - Proceedings of the 5th European Conference on Software Engineering Education, Seeon/Germany, June 19 - 21, 2023 N2 - Nowadays, learning management systems are widely employed in all educational institutions to instruct students as a result of the increasing in online usage. Today’s learning management systems provide learning paths without personalizing them to the characteristics of the learner. Therefore, research these days is concentrated on employing AI-based strategies to personalize the systems. However, there are many different AI algorithms, making it challenging to determine which ones are most suited for taking into account the many different features of learner data and learning contents. This paper conducts a systematic literature review in order to discuss the AI-based methods that are frequently used to identify learner characteristics, organize the learning contents, recommend learning paths, and highlight their advantages and disadvantages. Y1 - 2023 SN - 978-1-4503-9956-2 U6 - https://doi.org/10.1145/3593663.3593681 SP - 83 EP - 92 PB - Association for Computing Machinery CY - New York ER - TY - CHAP A1 - Bugert, Flemming A1 - Grabinger, Lisa A1 - Bittner, Dominik A1 - Hauser, Florian A1 - Nadimpalli, Vamsi Krishna A1 - Staufer, Susanne A1 - Mottok, Jürgen T1 - Towards Learning Style Prediction based on Personality T2 - Proceedings of the 5th European Conference on Software Engineering Education, Seeon/Germany, June 19 - 21, 2023 N2 - This paper assesses the relation between personality, demographics, and learning style. Hence, data is collected from 200 participants using 1) the BFI-10 to obtain the participant’s expression of personality traits according to the five-factor model, 2) the ILS to determine the participant’s learning style according to Felder and Silverman, and 3) a demographic questionnaire. From the obtained data, we train and evaluate a Bayesian network. Using Bayesian statistics, we show that age and gender slightly influence personality and that demographics as well as personality have at least a minor effect on learning styles. We also discuss the limitations and future work of the presented approach. Y1 - 2023 SN - 978-1-4503-9956-2 U6 - https://doi.org/10.1145/3593663.3593682 SP - 48 EP - 55 PB - ACM ER - TY - CHAP A1 - Nadimpalli, Vamsi Krishna A1 - Bugert, Flemmimg A1 - Bittner, Dominik A1 - Hauser, Florian A1 - Grabinger, Lisa A1 - Staufer, Susanne A1 - Mottok, Jürgen ED - Gómez Chova, Luis ED - González Martínez, Chelo ED - Lees, Joanna T1 - Towards personalized learning paths in adaptive learning management systems: bayesian modelling of psychological theories T2 - Proceedings of the 16th annual International Conference of Education, Research and Innovation (ICERI 2023), Seville, Spain, 11/13/2023 - 11/14/2023 N2 - In educational research, non-personalized learning content increases learners' cognitive load, causing them to lower their performance and sometimes drop out of the course. Personalizing learning content with learners’ unique characteristics, like learning styles, personality traits, and learning strategies, is being suggested to improve learners’ success. Several theories exist for assessing learners’ unique characteristics. By the end of 2020, 71 learning style theories have been formulated, and research has shown that combining multiple learning style theories to recommend learning paths yields better results. As of the end of 2022, there is no single research that demonstrates a relationship between the Index of Learning Styles (ILS) based Felder-Silverman learning style model (FSLSM) dimensions, Big Five (BFI-10) based personality traits, and the Learning strategies in studying (LIST-K) based learning strategies factors for personalizing learning content. In this paper, an innovative approach is proposed to estimate the relationship between these theories and map the corresponding learning elements to create personalized learning paths. Respective questionnaires were distributed to 297 higher education students for data collection. A three-step approach was formulated to estimate the relationship between the models. First, a literature search was conducted to find existing studies. Then, an expert interview was carried out with a group of one software engineering education research professor, three doctoral students, and two master’s students. Finally, the correlations between the students' questionnaire responses were calculated. To achieve this, a Bayesian Network was built with expert knowledge from the three-step approach, and the weights were learned from collected data. The probability of individual FSLSM learning style dimensions was estimated for a new test sample. Based on the literature, the learning elements were mapped to the respective FSLSM learning style dimensions and were initiated as learning paths to the learners. The next steps are proposed to extend this framework and dynamically recommend learning paths in real time. In addition, the individual levels of learning style dimensions, personality traits, and learning strategies can be considered to improve the recommendations. Further, using probabilities for mapping learning elements to learning styles can increase the chance of initiating multiple learning paths for an individual learner. Y1 - 2023 U6 - https://doi.org/10.21125/iceri.2023.1144 SP - 4593 EP - 4603 PB - IATED ER - TY - CHAP A1 - Staufer, Susanne A1 - Hauser, Florian A1 - Grabinger, Lisa A1 - Bittner, Dominik A1 - Nadimpalli, Vamsi Krishna A1 - Mottok, Jürgen ED - Gómez Chova, Luis ED - González Martínez, Chelo ED - Lees, Joanna T1 - Learning elements in online learning management systems T2 - Proceedings of the 16th annual International Conference of Education, Research and Innovation (ICERI 2023), Seville, Spain, 11/13/2023 - 11/14/2023 Y1 - 2023 U6 - https://doi.org/10.21125/iceri.2023.0815 SP - 3121 EP - 3130 PB - IATED ER -