Learning Visualization System to Improve the Community Sense and Learning Behavior in Class

Abstract

This study aimed to evaluate whether visualizing others’ note-taking situations can help learners perceive a sense of community and influence their in-class learning behavior. We added a new marker feature to the Nudge for Note-Taking Assist System (NoTAS), a tablet-based note-taking support system developed based on the nudge theory, which provides small triggers to encourage people to change their behavior. NoTAS can visualize where learners have written using data collected in real time. NoTAS visualizations were categorized into three types: “notes,” “important,” and “unclear.” We divided the 40 participants into two groups based on whether they used NoTAS visualization in class. The questionnaire results revealed that the visualization of others’ note-taking situations improved learners’ sense of classroom community and social presence. Despite no significant difference in the number of descriptions, the results of the correlation analysis demonstrated that the visualization types had varied effects on learning strategies. Nudges produced by visualizing important elements directly promoted note-taking, whereas nudges produced by visualizing notes and unclear elements promoted behaviors such as listening to the teacher’s explanation and reading the material.