SNS messages Recommendation for Learning Motivation (AIED 2015)

Introduction
Methodology
Results & Findings
SNS messages Recommendation for Learning
Motivation
Sébastien Louvigné, Yoshihiro Kato, Neil Rubens, and
Maomi Ueno
Graduate School of Information Systems
The University of Electro-Communications
Tokyo, Japan
June 23, 2015
Sébastien Louvigné (louvigne@ai.is.uec.ac.jp) AIED 2015 - Madrid 1

Introduction
Methodology
Results & Findings
Learning from others
Goal & Purpose for Motivation
Proposed research
Social Constructivist approach of Motivation
Vygotsky’s Developmental theory (Vygotsky, 1978; Vygotsky, 1986)
“People learn from others”
Contemporary learning
Increasingly integrate social constructivism
Promote & Facilitate the construction of knowledge

Introduction
Methodology
Results & Findings
Proposed research
From Social Constructivism to Pedagogical approaches
“Scaﬀolding” (Wood et al, 1976)
Cognitive apprenticeship (Collins et al, 1991)
Communities of Practice (Lave & Wenger, 1991)
Learning Communities (Scardamalia & Bereiter, 1994)
Computer-Supported Collaborative Learning (Scardamalia
& Bereiter, 1989)

Introduction
Methodology
Results & Findings
Proposed research
Need for more psychological aspects
Contemporary collaborative approaches
How to learn psychological functions from others?
Important role of intrinsic motivation in CSCL (Rientes et al,
2009)
Limited diversity (learners with similar characteristics)
Increasing social presence
Proposed research
1 Collaborative learning environment to Enhance / Generate new
intrinsic motivation
2 More diverse social environment → Social Network Services
(SNS)

Introduction
Methodology
Results & Findings
Proposed research
Goal & Purpose for Learning Motivation
Goal enhances Learning: “What to achieve”
Critical factor of motivation (personal emotions, beliefs)
(Schunk et al. 2002)
Purpose for learning: “Why to learn”
Strong connection goal-purpose → intrinsic motivation (Eccles
et al. 1998)
Makes learning more meaningful (Ames, 1992)

Introduction
Methodology
Results & Findings
Proposed research
Research purpose
Needs
Incorporation of Psychological aspects
Learning Motivation enhancement
Diversity in collaborative learning environments
Hypothesis
1 Learners enhance motivation by observing goal/purposes from
other peers (SNS).
2 Diversity of goal purposes positively aﬀects learners’
motivation and self-perception.

Introduction
Methodology
Results & Findings
Proposed research
Proposed recommendation system
Diversity in Learning Communities → Learning purposes
1) Expression → 2) Observation → 3) Evaluation

Introduction
Methodology
Results & Findings
Goal-based Data
Latent Dirichlet Allocation model
Goal & Purpose Recommendation
Implementation
Largescale goal-based Dataset
Social Media: Twitter
Short text messages
Metadata (e.g. user proﬁle, social network)
Large amount of data publicly available
(Louvigné et al. 2012; Shi & Louvigné, 2014)

Introduction
Methodology
Results & Findings
Goal-based Data
Implementation
Latent Dirichlet Allocation (LDA)
Probabilistic model for collections of discrete data (Blei et al. 2003)
d : Document
Z : Topic
W : Word
Documents: Mixture of topics / themes (i.e. purposes)
Full conditional: P(zi = j|z i ,w) µ
n
(wi )
i,j +b
n
(.)
j +W b
(n
(di )
i,j +a)
Dirichlet: ˆf
(w)
j =
n
(w)
j +b
n
(.)
j +W b
(Griﬃths & Steyvers. 2004)

Introduction
Methodology
Results & Findings
Goal-based Data
Implementation
Goal-based Recommendation
Process
Recommending Learning Purpose messages based on:
Similarity: similar goal.
Diversity: various purposes.

Introduction
Methodology
Results & Findings
Goal-based Data
Implementation
User Interface

Introduction
Methodology
Results & Findings
Goal-based Data
Implementation
Experiment
Participants
77 Undergraduate students in University of
Electro-Communications (Tokyo)
English classes
Scenario
1 Create a “Learning Goal Proﬁle”
2 Observe messages from peers (similar / diverse)
3 Repeat previous steps over time

Introduction
Methodology
Results & Findings
Goal-based Data
Implementation
Learning Goal Proﬁle

Introduction
Methodology
Results & Findings
Learners Evaluation
Causal relationships
Discussion
Goal attributes for Motivation Evaluation
Goal-Setting: Attributes influencing learning and
performance (Locke, 1990; Zimmerman et al. 1992; Bekele, 2010).
Goal attributes
Leading eventually to personal satisfaction (Fulfillment).
Fulfillment and achievement motivation: important
success factors in learning.

Introduction
Methodology
Results & Findings
Learners Evaluation
Discussion
Goal attributes evaluation / Recommendation method
Average diﬀerence before / after observation

Introduction
Methodology
Results & Findings
Learners Evaluation
Discussion
Goal attributes evaluation / Recommendation + Class type
Average difference before / after observation
Diversity: Significant impact on Attainability, Specificity,
and Confidence.

Introduction
Methodology
Results & Findings
Learners Evaluation
Discussion
DirectLiNGAM (Shimizu et al, 2011)

Introduction
Methodology
Results & Findings
Learners Evaluation
Discussion
Causal relationships between goal attributes
Diversity
Conﬁdence and Commitment: success factors in learning
and goal-setting.

Introduction
Methodology
Results & Findings
Learners Evaluation
Discussion
Causal relationships between goal attributes
Similarity

Introduction
Methodology
Results & Findings
Learners Evaluation
Discussion
Conclusion
Using Social Context to enhance learning motivation
1 Focusing on psychological functions
2 Diversity of purposes for learning.
3 Observing purposes from peers.
Adopt new purposes / Enhance self-perceptions.
Results
Observing goal purposes from peers
Diversity: positive impact on Attainability, Specificity, and
Confidence.
Confidence and Commitment appear as measure of success
in goal-setting.

Introduction
Methodology
Results & Findings
Learners Evaluation
Discussion
Future works
Recommendation
Other motivational contents
Motivation evaluation
Other learning subjects
“Free choice”
LDA
e.g. Short text analysis, Including grammatical features

Introduction
Methodology
Results & Findings
Learners Evaluation
Discussion
Bibliography
L. Vygotsky (1978), “Mind in Society: The Development of Higher Psychological
Processes”. Harvard University Press.
D. H. Schunk, J. L. Meece, and P. R. Pintrich (2002), “Goals and Goal
Orientations”. Motivation in Education: Theory, Research, and Applications.
P. R. Pintrich (2003), “A Motivational Science Perspective on the Role of
Student Motivation in Learning and Teaching Contexts”. Journal of Educational
Psychology.
E. A. Locke, and G. P. Latham (2002), “Building a practically useful theory of
goal setting and task motivation: A 35-year odyssey”. American Psychologist.
D. M. Blei, A. Y. Ng, and M. I. Jordan (2003), “Latent Dirichlet Allocation”.
Journal of Machine Learning Research.
T. L. Griﬃths, and M. Steyvers (2004), “Finding scientiﬁc topics”. National
academy of Sciences of the United States of America.
S. Louvigné, N. Rubens, F. Anma, and T. Okamoto (2012), “Utilizing Social
Media for Goal Setting based on Observational Learning”. IEEE Icalt 2012.
S. Louvigné, Y. Kato, N. Rubens, and M. Ueno (2014), “Goal-based messages
Recommendation utilizing Latent Dirichlet Allocation”. IEEE Icalt 2014.

Introduction
Methodology
Results & Findings
Learners Evaluation
Discussion
Thank you

SNS messages Recommendation for Learning Motivation (AIED 2015)

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