Supporting Learner’s Activities
Mean of control group
Mean of experimental group
Degree of freedom
From the table of t-test, t0.975=± 2.04, so tscore<t0.975 (-2.98 <-2.04) the difference was very significant, so the hypothesis is proved and we can affirm that “collaboration” can increase the cognitive level of learners in collaborative learning system.
As a general observation concerning the experimental group, we can say that:
86.36 % of learners collaborated between them.
Through some exercises, the learners acquire new knowledge (like “simulating an algorithm” exercises).
According to the students, the most frequent problems they meet are:
Some pages of the system seem to be full of information (especially those concerning collaboration). There are a lot of information on the same page (13 students agree on this problem).
No possibility of saving parts of the subject or solutions of exercises.
The tool help is qualified as insufficient by the majority of students.
The choice of the intelligent agents for the modeling of our collaborative learning system (SACA) is promoter. The interactions carried out between artificial agents of SACA make it possible to provide an environment adaptable to the cognitive level of learners (good, weak, etc.), to ensure a fine assessment of each learner (by extracting the acquired knowledge and the not acquired knowledge) and finally to facilitate collaboration between learners (by providing some mechanisms and tools of collaboration (chat, forum…)).
The agents of SACA collaborate to support the various activities of learners:
structuring the knowledge to be presented to the learners,
following-up the learners,
assessing the acquisition of the learners’ knowledge,
taking into account the collaboration between the learners,
The short period of experimentation of the system has shown the interest of the application of such strategy of collaborative learning on the cognitive and social level of learners. The final marks obtained by learners and the collaboration rate between them (86%) validate the choice of such strategy in the educational field.
A very significant results resulting from this experimentation show the effectiveness of the interventions of SACA’s agents for supporting the learners’ activities: collaboration agent (looking for a good collaborator), assisting Agent of learner (interventions and councils), etc. Interactions carried out between these agents increased the quality of the services provided to the learners, which make the processes of learning, assessment and collaboration more beneficial.
For future work, we plan to develop the collaborative resolution of exercises (problems) by attributing different roles to learners (moderator, supervisor, etc.) and to develop the negotiation rules used in the case of conflict between learners.
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Yacine Lafifi is a researcher at Guelma University and he prepares for his PhD Thesis at Annaba University in Algeria. He is interested in collaborative learning, assessment of learners, e-learning and CSCL.
Address: LAIG laboratory, Guelma University, BP 153
Guelma Maouna, Guelma 24000, Algeria,
Tél: 00213 37 21 67 63
Fax: 00213 37 206 8 72
Tahar Bensebaa is an associate professor at Annaba University. He obtained the PhD thesis in 1991 from INSA lyon, France. He is the head of a research group at LRI laboratory in Ananba University. He is interested in Hypermedia, Collaborative learning, Pedagogical Simulation, Computer assisted instruction, CSCL and E-learning.
Address: Computer science department, Annaba University, BP 12
Sidi-Ammar 23200, Annaba, Algeria