Enabling data-driven peer help for extracurricular learning
System design and initial implementation in junior mathematics
Bibliographic Data
| ID | 21631320 |
|---|---|
| Authors | Changhao Liang (0000-0002-9775-0697, Kyoto University, corresponding author), Yu-tung Chen (Kyoto University), Y L Irene Chen (Kyoto University), Peixuan Jiang (Kyoto University), Hiroaki Ogata (0000-0001-5216-1576, Kyoto University) |
| Year | 2026 |
| Volume | 34 |
| Issue | 4 |
| Pages | 1976-1991 |
| Publication date | 2026-04-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2025.2536576 |
| OpenAlex | W4413881471 |
| Language | EN |
| References cited | 37 |
The rapid advancement of educational technologies has reshaped informal and extracurricular learning, particularly in regions like Hokkaido, Japan, where demographic shifts have increased reliance on remote learning. While these settings offer flexibility and accessibility, they often lack structured opportunities for interpersonal interactions, posing challenges to social interactional learning and timely assistance. This study proposes an adaptive peer learning system that fosters personalized and collaborative learning beyond traditional classrooms. The system employs a knowledge graph-based recommendation algorithm aligning with dynamically updated learners’ knowledge profiles, thereby addressing the limitations of static recommendation methods and biases in peer selection. A two-month exploratory study in a junior high mathematics course investigated the system’s effectiveness. Results demonstrated its ability to expand and stabilize peer-learning participation and its potential to enhance learning performance. User feedback highlighted its capacity to promote learner autonomy, equal participation, and flexible learning opportunities in extracurricular contexts. This study underscores how dynamic feedback loops with iterative data accumulation, combined with interpretable features such as knowledge visualization, can support an adaptive, inclusive, and socially enriched learning environment
Instructional design · Mathematics education · Multimedia · Peer feedback · Peer Instruction · Computer Science · Innovative Teaching and Learning Methods · Mobile Learning in Education · Psychology · Reflective Practices in Education
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| Citation velocity | historical |
|---|---|
| Highly cited | No |