Agni Stylianou - Academia.edu (original) (raw)
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Papers by Agni Stylianou
Analyzing Interactions in CSCL, 2010
Abstract The purpose of this study was to investigate whether supporting sixth grade students to ... more Abstract The purpose of this study was to investigate whether supporting sixth grade students to monitor and regulate their group navigation behavior while reading from hypertext would lead to a rich understanding of domain knowledge. Metanavigation support in the form of ...
International Journal of Instruction, 2020
In this study, we examined monitoring accuracy during in class-exams for Emirati, American and Cy... more In this study, we examined monitoring accuracy during in class-exams for Emirati, American and Cypriot college students. In experiment 1, 120 students made local, confidence-ratings for each multiple-choice question in a psychology exam and also estimated their performance at the end of the exam. In experiment 2, to investigate the effect of practice in monitoring accuracy, 69 students made confidence judgments in two consecutive exams. In Experiment 3, to evaluate whether rating one's confidence aids exam performance, 172 students completed the exam either with or without providing confidence judgments. In all three cultures, confidence judgments were accurate indicators of performance, but there were significant cross-cultural differences that probably arose from regional educational practices. Additionally, global judgments were subjected to bias. Whereas American students overestimated their performance, Emiratis underestimated it. Practice alone with confidence judgments did little to improve monitoring accuracy. But there was a significant benefit for students who rated their confidence compared to those that did not. The results are discussed in light of the literature on metacognitive accuracy.
Analyzing Interactions in CSCL, 2010
The purpose of this study was to understand how individual and group characteristics interact to ... more The purpose of this study was to understand how individual and group characteristics interact to produce a rich understanding of domain knowledge. Metanavigation support in the form of prompts was provided to groups of students who collaboratively used a hypertext system called CoMPASS to complete a design challenge. Multilevel analysis techniques were used to understand how the provision of metanavigation support to groups interact with group navigation behavior and learner's metacognitive awareness of reading strategies to affect individual learning. The findings of this study revealed that providing metanavigation support to the groups contributed positively in enabling students to gain a rich understanding of domain knowledge. Our findings also indicate that there was a significant negative interaction of students' metacognitive awareness and perceived use of reading strategies and the presence of metanavigation support while interacting with hypertext.
Lecture Notes in Computer Science, 2014
Instructional Science, 2005
Abstract. In this paper, we present two studies designed to help students navigate effectively an... more Abstract. In this paper, we present two studies designed to help students navigate effectively and learn from a hypertext system, CoMPASS. Our first study (N=74) involved an analysis of students' navigation patterns to group them into clusters, using a k-means clustering ...
Digital texts which are based on hypertext and hypermedia technologies are now being used to supp... more Digital texts which are based on hypertext and hypermedia technologies are now being used to support science learning. Hypertext offers certain opportunities for learning as well as difficulties that challenge readers to become metacognitively aware of their navigation decisions in ...
The purpose of this study was to investigate whether supporting sixth grade students to monitor a... more The purpose of this study was to investigate whether supporting sixth grade students to monitor and regulate their group navigation behavior while reading from hypertext would lead to a rich understanding of domain knowledge. Metanavigation support in the form of prompts was provided to groups of students who collaboratively used a hypertext system called CoMPASS to complete a design challenge. Multilevel analysis techniques were used to understand how the provision of metanavigation support to groups interact with group navigation behavior and learner's metacognitive awareness of reading strategies to affect individual learning. The findings of this study revealed that providing metanavigation support to the groups contributed positively in enabling students to gain a rich understanding of domain knowledge. Our findings also indicate that there was a significant negative interaction of students' metacognitive awareness and perceived use of reading strategies and the presence of metanavigation support while interacting with hypertext.
Analyzing Interactions in CSCL, 2010
Abstract The purpose of this study was to investigate whether supporting sixth grade students to ... more Abstract The purpose of this study was to investigate whether supporting sixth grade students to monitor and regulate their group navigation behavior while reading from hypertext would lead to a rich understanding of domain knowledge. Metanavigation support in the form of ...
International Journal of Instruction, 2020
In this study, we examined monitoring accuracy during in class-exams for Emirati, American and Cy... more In this study, we examined monitoring accuracy during in class-exams for Emirati, American and Cypriot college students. In experiment 1, 120 students made local, confidence-ratings for each multiple-choice question in a psychology exam and also estimated their performance at the end of the exam. In experiment 2, to investigate the effect of practice in monitoring accuracy, 69 students made confidence judgments in two consecutive exams. In Experiment 3, to evaluate whether rating one's confidence aids exam performance, 172 students completed the exam either with or without providing confidence judgments. In all three cultures, confidence judgments were accurate indicators of performance, but there were significant cross-cultural differences that probably arose from regional educational practices. Additionally, global judgments were subjected to bias. Whereas American students overestimated their performance, Emiratis underestimated it. Practice alone with confidence judgments did little to improve monitoring accuracy. But there was a significant benefit for students who rated their confidence compared to those that did not. The results are discussed in light of the literature on metacognitive accuracy.
Analyzing Interactions in CSCL, 2010
The purpose of this study was to understand how individual and group characteristics interact to ... more The purpose of this study was to understand how individual and group characteristics interact to produce a rich understanding of domain knowledge. Metanavigation support in the form of prompts was provided to groups of students who collaboratively used a hypertext system called CoMPASS to complete a design challenge. Multilevel analysis techniques were used to understand how the provision of metanavigation support to groups interact with group navigation behavior and learner's metacognitive awareness of reading strategies to affect individual learning. The findings of this study revealed that providing metanavigation support to the groups contributed positively in enabling students to gain a rich understanding of domain knowledge. Our findings also indicate that there was a significant negative interaction of students' metacognitive awareness and perceived use of reading strategies and the presence of metanavigation support while interacting with hypertext.
Lecture Notes in Computer Science, 2014
Instructional Science, 2005
Abstract. In this paper, we present two studies designed to help students navigate effectively an... more Abstract. In this paper, we present two studies designed to help students navigate effectively and learn from a hypertext system, CoMPASS. Our first study (N=74) involved an analysis of students' navigation patterns to group them into clusters, using a k-means clustering ...
Digital texts which are based on hypertext and hypermedia technologies are now being used to supp... more Digital texts which are based on hypertext and hypermedia technologies are now being used to support science learning. Hypertext offers certain opportunities for learning as well as difficulties that challenge readers to become metacognitively aware of their navigation decisions in ...
The purpose of this study was to investigate whether supporting sixth grade students to monitor a... more The purpose of this study was to investigate whether supporting sixth grade students to monitor and regulate their group navigation behavior while reading from hypertext would lead to a rich understanding of domain knowledge. Metanavigation support in the form of prompts was provided to groups of students who collaboratively used a hypertext system called CoMPASS to complete a design challenge. Multilevel analysis techniques were used to understand how the provision of metanavigation support to groups interact with group navigation behavior and learner's metacognitive awareness of reading strategies to affect individual learning. The findings of this study revealed that providing metanavigation support to the groups contributed positively in enabling students to gain a rich understanding of domain knowledge. Our findings also indicate that there was a significant negative interaction of students' metacognitive awareness and perceived use of reading strategies and the presence of metanavigation support while interacting with hypertext.