Deliverable 4.4 - INSEAD CALT

AtGentive IST-4-027529-STP - Attentive Agents for Collaborative Learners• “Vi place 'homepage - agents'” – the main access page for “interventions” –suggestions to read postings, activate the animated agent or take otheractions within the system.No significant differences were found in system usage once the Eagle Racing simulationbegan.Results of the questionnaire show four questions that significantly differ betweentreatment groups. In each case the Experimental group agrees more with the statementthan the Control group.• At school I always received good grades• I fully understand how to use the ICDT platform• I understand all the headings on the ICDT platform4.3.2.2. AnalysisTwo global factors are relevant to the analysis. Firstly, the system usage by monthshows greater usage during September. This appears to be due to two factors:• The participants reported being very busy – including finding time forholidays – during the summer months• The Eagle Racing simulation seemed to create a very large amount ofmotivation to use the systemSecondly, the number of participants is small, allowing a small number of people to havea large effect on the results. With these factors in mind, the results are now discussed interms of the Key Indicators.Performance and collaborationDuring the summer (and before Eagle Racing) the main access page for readingpostings and the main access page for “interventions” (suggestions to take actions withinthe system, such as read postings) was accessed significantly more by the Experimentalgroup. The two may go together, in that accessing the Agents page will giverecommendations for items on the Knowledge page (although the items may beaccessed also from the Agents page).These postings were particularly relevant during May to August as this is when the TRIMseminars were held and the main coursework done. Thus, the AtGentive enhancementsmay have been helping the Experimental group with performance in providing relevantinformation during this time. Students reported collaboration with lecturers and otherspeakers during this time. However, this tended to be through email and other channelsas participants reported this as being easier to use than the platform. Attempts to createcollaboration between students was not successful during this time (with no replies to the“Reflections on the EIS-simulation” posting; participants later gave being busy or onholiday as reasons).The start of the Eagle Racing simulation coincided with the ending of the course. Thusthe increase in activity cannot be put down to fetching more information. Rather, thesimulation required collaboration between students. The simulation was very successfulin this regard, with participants taking part each week and later reporting a liking for theexercise.Del 4.4: AtGentive Final Evaluation Report page 71