Toward Automated Computer-Based Visualization and Assessment of Team-Based Performance

Autor/in	Ifenthaler, Dirk
Titel	Toward Automated Computer-Based Visualization and Assessment of Team-Based Performance
Quelle	In: Journal of Educational Psychology, 106 (2014) 3, S.651-665 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0035505
Schlagwörter	Teamwork; Performance; Visualization; Knowledge Representation; Natural Language Processing; Educational Technology; Evaluation Methods; Cognitive Structures; Models; Schemata (Cognition); Computer Software; Foreign Countries; College Freshmen; Psychology; Questionnaires; Web Based Instruction; Pretests Posttests; Knowledge Level; Regression (Statistics); Germany + Suchen Sie Ihr Suchwort? Achievement; Leistung; Visualisation; Visualisierung; Wissensrepräsentation; Natürliche Sprache; Unterrichtsmedien; Cognitive structure; Kognitive Struktur; Analogiemodell; Cognition; Schema; Kognition; Ausland; Studienanfänger; Psychologie; Fragebogen; Web Based Training; Wissensbasis; Regression; Regressionsanalyse; Deutschland
Abstract	A considerable amount of research has been undertaken to provide insights into the valid assessment of team performance. However, in many settings, manual and therefore labor-intensive assessment instruments for team performance have limitations. Therefore, automated assessment instruments enable more flexible and detailed insights into the complex processes influencing team performance. The central objective of this study was to advance knowledge in automated assessment of team-based performance using a language-oriented approach. Fifty-six teams of learners (N = 224) in 3 experimental conditions solved 2 tasks in an online learning environment. They were analyzed with the Automated Knowledge Visualization and Assessment (AKOVIA) methodology. AKOVIA integrates a natural language-oriented algorithm and enables a structural and semantic compression of individual- and team-based knowledge representations. Findings indicate initial evidence of the feasibility and validity of the fully automated methodology. A framework for integrating research and methodology development is suggested for improving educational technology innovations such as computer-based assessment environments in international large-scale assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01