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An Automated Feedback System To Support Student Learning Of Conceptual Knowledge In Writing-To-Learn Activities, Ye Xiong

Dissertations

As a pedagogical strategy, Writing-to-Learn (WTL) intends to use writing to improve students’ understanding of course content. However, most of the existing feedback systems for writing are mainly focused on improving students’ writing skills rather than their conceptual development. In this dissertation, an automatic approach is proposed to generate timely, actionable, and individualized feedback based on comparing knowledge representations extracted from lecture slides and individual students’ writing assignments. The novelty of the proposed approach lies in the feedback generation: to help students assimilate new knowledge into their existing knowledge better, their current knowledge is modeled as a set of matching …