Sergio Tirado-Olivares, Carlota López-Fernández, José Antonio González-Calero, Ramón Cózar-Gutiérrez
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引用次数: 0
Abstract
History teaching from early educational stages not only should assess the student's ability to memorise historical content, but also their ability to think historically. Traditional summative tests do not enable teachers to continuously monitor the progress of students. This study evaluates the effect in history learning of incorporating learning analytics (LA) in terms of academic achievement and self-efficacy. Seventy-six elementary students aged 10–12 years old participated in the study. The results indicate that the integration of LA particularly helped students with low historical knowledge and enabled the prediction of academic achievement, especially in historical thinking. The results also highlight the disparity between students' knowledge and students' self-efficacy during the lessons, and what they demonstrate in exams, indicating the need to incorporate tasks before exams that allow students to identify their limitations and misconceptions. These results suggest that LA in history teaching may provide teachers with useful information for formative assessment.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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