Study-flow: Studying effective student-content interaction in signal processing education

Abstract

Throughout a semester students use textbooks to reference key fragments especially in response to assigned homework problems. We present an extension to an existing web-based Question and Answer (Q&A) system by incorporating the course textbook as a collection of annotated and chunked resources in a website. To characterize student interaction with the textbook contents, we capture the progress of each student's self-study through their content usage and construct a map of conceptual understanding which defines an individual's organization of course information into relevant concept hierarchies for efficient recall. This process consists of a sequence of enhancing learning activities, or study-flow.