TY - GEN
T1 - Nudge for Note Taking Assist System
T2 - 8th International Conference on Learning and Collaboration Technologies, LCT 2021, held as Part of the 23rd International Conference, HCI International 2021
AU - Kondo, Takaki
AU - Yokoyama, Kyoichi
AU - Misono, Tadashi
AU - Inaba, Rieko
AU - Watanabe, Yuki
N1 - Funding Information:
Acknowledgment. This work was supported by JSPS KAKENHI Grant Number JP19K03066. We would like to thank Editage (www.editage.com) for English language editing.
Publisher Copyright:
© 2021, Springer Nature Switzerland AG.
PY - 2021
Y1 - 2021
N2 - In this paper, we propose a learning strategy feedback system, Nudge for Note Taking Assist System (NoTAS), developed for students to facilitate learning strategies among others in class using nudges. The system has three functions: note-taking function, learning log function, and learning visualization function. The purpose of this study is to develop software to apply nudge theory and to provide feedback on note-taking among students in class. We evaluated the effectiveness of NoTAS for high school students from two perspectives: whether the use of NoTAS interfered with the class and whether the nudges were encouraged in class. From the results of the questionnaires, we found that the students were able to concentrate on learning in the class using NoTAS, and the interface was well-received. Moreover, students can use the learning visualization function of NoTAS to see if other students are note-taking in class. This information promotes learning among students, indicating that the nudge makes achievements regarding learning awareness.
AB - In this paper, we propose a learning strategy feedback system, Nudge for Note Taking Assist System (NoTAS), developed for students to facilitate learning strategies among others in class using nudges. The system has three functions: note-taking function, learning log function, and learning visualization function. The purpose of this study is to develop software to apply nudge theory and to provide feedback on note-taking among students in class. We evaluated the effectiveness of NoTAS for high school students from two perspectives: whether the use of NoTAS interfered with the class and whether the nudges were encouraged in class. From the results of the questionnaires, we found that the students were able to concentrate on learning in the class using NoTAS, and the interface was well-received. Moreover, students can use the learning visualization function of NoTAS to see if other students are note-taking in class. This information promotes learning among students, indicating that the nudge makes achievements regarding learning awareness.
KW - Note-taking interface
KW - Nudge
KW - Realtime feedback system
UR - http://www.scopus.com/inward/record.url?scp=85112188604&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-77889-7_22
DO - 10.1007/978-3-030-77889-7_22
M3 - Conference contribution
AN - SCOPUS:85112188604
SN - 9783030778880
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 315
EP - 331
BT - Learning and Collaboration Technologies
A2 - Zaphiris, Panayiotis
A2 - Ioannou, Andri
PB - Springer Science and Business Media Deutschland GmbH
Y2 - 24 July 2021 through 29 July 2021
ER -