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Title: Game-Theoretic Approach to Group Learning Enhancement Through Peer-to-Peer Explanation and Competition

Abstract

Learners may not be motivated to actively participate in the stages of learning. This paper aims to motivate learners to get effectively involved in the learning process, i.e., they learn both directly from an instructor and by learning from and teaching each other in an interactive manner. Hence, we introduce a game with a purpose that motivates learners to become involved in the learning process to effectively improve their learning performance. In order to meet the mentioned objective, this paper proposes a game-theoretic approach based on explanation and competition, which uses competitive learning and explanatory techniques. In this game, the learners are encouraged to compete for more beneficial explanations of educational concepts. We also use rewards and punishments as a means of encouraging learners to provide efficient explanations. We then apply game theoretic concepts to analyze the defined parameters in the proposed game for a Nash equilibrium that leads learners to have stronger motivations for providing good explanations. In conclusion, the statistical analysis of experimental results using the Student's t-test indicates that the proposed game drives the learners to participate actively in different learning stages and helps them to improve their knowledge more efficiently.

Authors:
 [1]; ORCiD logo [1];  [1];  [2]
  1. Isfahan Univ. of Technology, Isfahan (Iran). Dept. of Electrical and Computer Engineering
  2. New York Univ. (NYU), NY (United States). Dept. of Electrical and Computer Engineering
Publication Date:
Research Org.:
New York Univ. (NYU), NY (United States)
Sponsoring Org.:
USDOE; National Science of Foundation (NSF)
OSTI Identifier:
1482290
Alternate Identifier(s):
OSTI ID: 1482291; OSTI ID: 1483365
Grant/Contract Number:  
NE0008571; CNS-1544782; SES-1541164; CNS-1720230
Resource Type:
Published Article
Journal Name:
IEEE Access
Additional Journal Information:
Journal Volume: 6; Journal ID: ISSN 2169-3536
Publisher:
IEEE
Country of Publication:
United States
Language:
English
Subject:
97 MATHEMATICS AND COMPUTING; Dynamic reward and punishment; competitive learning; game theory; peer learning

Citation Formats

Noorani, Seyede Fatemeh, Manshaei, Mohammad Hossein, Montazeri, Mohammad Ali, and Zhu, Quanyan. Game-Theoretic Approach to Group Learning Enhancement Through Peer-to-Peer Explanation and Competition. United States: N. p., 2018. Web. doi:10.1109/ACCESS.2018.2871155.
Noorani, Seyede Fatemeh, Manshaei, Mohammad Hossein, Montazeri, Mohammad Ali, & Zhu, Quanyan. Game-Theoretic Approach to Group Learning Enhancement Through Peer-to-Peer Explanation and Competition. United States. doi:10.1109/ACCESS.2018.2871155.
Noorani, Seyede Fatemeh, Manshaei, Mohammad Hossein, Montazeri, Mohammad Ali, and Zhu, Quanyan. Wed . "Game-Theoretic Approach to Group Learning Enhancement Through Peer-to-Peer Explanation and Competition". United States. doi:10.1109/ACCESS.2018.2871155.
@article{osti_1482290,
title = {Game-Theoretic Approach to Group Learning Enhancement Through Peer-to-Peer Explanation and Competition},
author = {Noorani, Seyede Fatemeh and Manshaei, Mohammad Hossein and Montazeri, Mohammad Ali and Zhu, Quanyan},
abstractNote = {Learners may not be motivated to actively participate in the stages of learning. This paper aims to motivate learners to get effectively involved in the learning process, i.e., they learn both directly from an instructor and by learning from and teaching each other in an interactive manner. Hence, we introduce a game with a purpose that motivates learners to become involved in the learning process to effectively improve their learning performance. In order to meet the mentioned objective, this paper proposes a game-theoretic approach based on explanation and competition, which uses competitive learning and explanatory techniques. In this game, the learners are encouraged to compete for more beneficial explanations of educational concepts. We also use rewards and punishments as a means of encouraging learners to provide efficient explanations. We then apply game theoretic concepts to analyze the defined parameters in the proposed game for a Nash equilibrium that leads learners to have stronger motivations for providing good explanations. In conclusion, the statistical analysis of experimental results using the Student's t-test indicates that the proposed game drives the learners to participate actively in different learning stages and helps them to improve their knowledge more efficiently.},
doi = {10.1109/ACCESS.2018.2871155},
journal = {IEEE Access},
number = ,
volume = 6,
place = {United States},
year = {2018},
month = {9}
}

Journal Article:
Free Publicly Available Full Text
Publisher's Version of Record
DOI: 10.1109/ACCESS.2018.2871155

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