LAK21: 11th International Learning Analytics and Knowledge Conference最新文献

Evaluating a Learning Analytics Dashboard to Visualize Student Self-Reports of Time-on-task: A Case Study in a Latin American University 评估学习分析仪表板以可视化学生的任务时间自我报告:一所拉丁美洲大学的案例研究

LAK21: 11th International Learning Analytics and Knowledge Conference Pub Date : 2021-04-12 DOI: 10.1145/3448139.3448203

Isabel Hilliger, Constanza Miranda, Gregory Schuit, Fernando Duarte, Martin Anselmo, Denis Parra

{"title":"Evaluating a Learning Analytics Dashboard to Visualize Student Self-Reports of Time-on-task: A Case Study in a Latin American University","authors":"Isabel Hilliger, Constanza Miranda, Gregory Schuit, Fernando Duarte, Martin Anselmo, Denis Parra","doi":"10.1145/3448139.3448203","DOIUrl":"https://doi.org/10.1145/3448139.3448203","url":null,"abstract":"In recent years, instructional design has become even more challenging for teaching staff members in higher education institutions. If instructional design causes student overload, it could lead to superficial learning and decreased student well-being. A strategy to avoid overload is reflecting upon the effectiveness of teaching practices in terms of time-on-task. This article presents a Work-In-Progress conducted to provide teachers with a dashboard to visualize student self-reports of time-on-task regarding subject activities. A questionnaire was applied to 15 instructors during a set trial period to evaluate the perceived usability and usefulness of the dashboard. Preliminary findings reveal that the dashboard helped instructors became aware about the number of hours spent outside of class time. Furthermore, data visualizations of time-on-task evidence enabled them to redesign subject activities. Currently, the dashboard has been adopted by 106 engineering instructors. Future work involves the development of a framework to incorporate user-based improvements.","PeriodicalId":108600,"journal":{"name":"LAK21: 11th International Learning Analytics and Knowledge Conference","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114990050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

The impact of social norms on students’ online learning behavior: Insights from two randomized controlled trials 社会规范对学生在线学习行为的影响:来自两项随机对照试验的见解

LAK21: 11th International Learning Analytics and Knowledge Conference Pub Date : 2021-04-12 DOI: 10.1145/3448139.3448141

S. Günther

{"title":"The impact of social norms on students’ online learning behavior: Insights from two randomized controlled trials","authors":"S. Günther","doi":"10.1145/3448139.3448141","DOIUrl":"https://doi.org/10.1145/3448139.3448141","url":null,"abstract":"The provision of comparative feedback is a promising approach in digital learning environments to support learners’ self-regulated learning. Yet, empirical evidence suggests that such feedback can sometimes backfire or may only help learners with relatively high self-regulated learning skills, potentially exacerbating educational inequality. In this paper, we try to overcome such drawbacks by re-evaluating a feedback system based on the social norms theory that has previously led to intriguing results: A social comparison component embedded into the learning platform of a blended learning course (elective module, 58 participants) considerably encouraged online learning during the semester. Moreover, there was no heterogeneity in the behavioral response, suggesting that all subgroups responded similarly to the feedback. To further shed light on the generalizability of these results, this paper presents a follow-up study. Specifically, we conducted a second experiment during the COVID-19 pandemic with a different university course (compulsory module, 118 participants) and a non-overlapping sample and find similar results. The feedback shifted students’ online learning from the end towards the middle of the semester. Overall, the findings suggest that our feedback system has a large impact on students’ online learning and that this desirable impact is present in all subgroup analyses.","PeriodicalId":108600,"journal":{"name":"LAK21: 11th International Learning Analytics and Knowledge Conference","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114269699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Modeling Consistency Using Engagement Patterns in Online Courses 使用在线课程的参与模式建模一致性

LAK21: 11th International Learning Analytics and Knowledge Conference Pub Date : 2021-04-12 DOI: 10.1145/3448139.3448161

Jianing Zhou, Suma Bhat

引用次数: 7

Quantum of Choice: How learners’ feedback monitoring decisions, goals and self-regulated learning skills are related 量子选择:学习者对决策、目标和自我调节学习技能的反馈是如何关联的

LAK21: 11th International Learning Analytics and Knowledge Conference Pub Date : 2021-04-12 DOI: 10.1145/3448139.3448179

I. Jivet, Jacqueline Wong, Maren Scheffel, Manuel Valle Torre, M. Specht, H. Drachsler

引用次数: 21

Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students’ recall 学习分析反馈对自我调节学习的影响:行为日志与学生回忆的三角测量

LAK21: 11th International Learning Analytics and Knowledge Conference Pub Date : 2021-04-12 DOI: 10.1145/3448139.3448174

Lisa-Angelique Lim, D. Gašević, W. Matcha, Nora'ayu Ahmad Uzir, S. Dawson

{"title":"Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students’ recall","authors":"Lisa-Angelique Lim, D. Gašević, W. Matcha, Nora'ayu Ahmad Uzir, S. Dawson","doi":"10.1145/3448139.3448174","DOIUrl":"https://doi.org/10.1145/3448139.3448174","url":null,"abstract":"Learning analytics (LA) has been presented as a viable solution for scaling timely and personalised feedback to support students’ self-regulated learning (SRL). Research is emerging that shows some positive associations between personalised feedback with students’ learning tactics and strategies as well as time management strategies, both important aspects of SRL. However, the definitive role of feedback on students’ SRL adaptations is under-researched; this requires an examination of students’ recalled experiences with their personalised feedback. Furthermore, an important consideration in feedback impact is the course context, comprised of the learning design and delivery modality. This mixed-methods study triangulates learner trace data from two different course contexts, with students’ qualitative data collected from focus group discussions, to more fully understand the impact of their personalised feedback and to explicate the role of this feedback on students’ SRL adaptations. The quantitative analysis showed the contextualised impact of the feedback on students’ learning and time management strategies in the different courses, while the qualitative analysis highlighted specific ways in which students used their feedback to adjust these and other SRL processes.","PeriodicalId":108600,"journal":{"name":"LAK21: 11th International Learning Analytics and Knowledge Conference","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123392557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17

Recommendation for Effective Standardized Exam Preparation 有效的标准化考试准备建议

LAK21: 11th International Learning Analytics and Knowledge Conference Pub Date : 2021-04-12 DOI: 10.1145/3448139.3448177

Hyunbin Loh, Dongmin Shin, Seewoo Lee, Jineon Baek, Chanyou Hwang, Youngnam Lee, Yeongmin Cha, S. Kwon, Juneyoung Park, Youngduck Choi

{"title":"Recommendation for Effective Standardized Exam Preparation","authors":"Hyunbin Loh, Dongmin Shin, Seewoo Lee, Jineon Baek, Chanyou Hwang, Youngnam Lee, Yeongmin Cha, S. Kwon, Juneyoung Park, Youngduck Choi","doi":"10.1145/3448139.3448177","DOIUrl":"https://doi.org/10.1145/3448139.3448177","url":null,"abstract":"Finding an optimal learning trajectory is an important question in educational systems. Existing Artificial Intelligence in Education (AiEd) technologies mostly used indirect methods to make the learning process efficient such as recommending contents based on difficulty adjustment, weakness analysis, learning theory, psychometric analysis, or domain specific rules. In this study, we propose a recommender system that optimizes the learning trajectory of a student preparing for a standardized exam by recommending the learning content(question) which directly maximizes the expected score after the consumption of the content. In particular, the proposed RCES model computes the expected score of a user by effectively capturing educational effects. To validate the proposed model in an end-to-end system, we conduct an A/B test on 1713 real students by deploying 4 recommenders to a real mobile application. Result shows that RCES has better educational efficiencies than traditional methods such as expert designed models and item response theory based models.","PeriodicalId":108600,"journal":{"name":"LAK21: 11th International Learning Analytics and Knowledge Conference","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134578504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Variational Deep Knowledge Tracing for Language Learning 语言学习的变分深度知识追踪

LAK21: 11th International Learning Analytics and Knowledge Conference Pub Date : 2021-04-12 DOI: 10.1145/3448139.3448170

S. Ruan, Wei Wei, J. Landay

引用次数: 3

Learning Analytics as a Service for Empowered Learners: From Data Subjects to Controllers 学习分析作为授权学习者的服务:从数据主体到控制器

LAK21: 11th International Learning Analytics and Knowledge Conference Pub Date : 2021-04-12 DOI: 10.1145/3448139.3448186

Nicole Gosch, David Andrews, Carla Barreiros, P. Leitner, Elisabeth Staudegger, Martin Ebner, Stefanie N. Lindstaedt

{"title":"Learning Analytics as a Service for Empowered Learners: From Data Subjects to Controllers","authors":"Nicole Gosch, David Andrews, Carla Barreiros, P. Leitner, Elisabeth Staudegger, Martin Ebner, Stefanie N. Lindstaedt","doi":"10.1145/3448139.3448186","DOIUrl":"https://doi.org/10.1145/3448139.3448186","url":null,"abstract":"As Learning Analytics (LA) in the higher education setting increasingly transitions from a field of research to an implemented matter of fact of the learner's experience, the demand of practical guidelines to support its development is rising. LA Policies bring together different perspectives, like the ethical and legal dimensions, into frameworks to guide the way. Usually the first time learners get in touch with LA is at the act of consenting to the LA tool. Utilising an ethical (TRUESSEC) and a legal framework (GDPR), we question whether sincere consent is possible in the higher education setting. Drawing upon this premise, we then show how it might be possible to recognise the autonomy of the learner by providing LA as a service, rather than an intervention. This could indicate a paradigm shift towards the learner as empowered demander. At last, we show how this might be incorporated within the GDPR by also recognising the demand of the higher education institutions to use the learner's data at the same time. These considerations will in the future influence the development of our own LA policy: a LA criteria catalogue.","PeriodicalId":108600,"journal":{"name":"LAK21: 11th International Learning Analytics and Knowledge Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131091677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Using process mining to analyse self-regulated learning: a systematic analysis of four algorithms 利用过程挖掘分析自我调节学习:四种算法的系统分析

LAK21: 11th International Learning Analytics and Knowledge Conference Pub Date : 2021-04-12 DOI: 10.1145/3448139.3448171

John Saint, Yizhou Fan, Shaveen Singh, D. Gašević, A. Pardo

{"title":"Using process mining to analyse self-regulated learning: a systematic analysis of four algorithms","authors":"John Saint, Yizhou Fan, Shaveen Singh, D. Gašević, A. Pardo","doi":"10.1145/3448139.3448171","DOIUrl":"https://doi.org/10.1145/3448139.3448171","url":null,"abstract":"The conceptualisation of self-regulated learning (SRL) as a process that unfolds over time has influenced the way in which researchers approach analysis. This gave rise to the use of process mining in contemporary SRL research to analyse data about temporal and sequential relations of processes that occur in SRL. However, little attention has been paid to the choice and combinations of process mining algorithms to achieve the nuanced needs of SRL research. We present a study that 1) analysed four process mining algorithms that are most commonly used in the SRL literature – Inductive Miner, Heuristics Miner, Fuzzy Miner, and pMineR; and 2) examined how the metrics produced by the four algorithms complement each. The study looked at micro-level processes that were extracted from trace data collected in an undergraduate course (N=726). The study found that Fuzzy Miner and pMineR offered better insights into SRL than the other two algorithms. The study also found that a combination of metrics produced by several algorithms improved interpretation of temporal and sequential relations between SRL processes. Thus, it is recommended that future studies of SRL combine the use of process mining algorithms and work on new tools and algorithms specifically created for SRL research.","PeriodicalId":108600,"journal":{"name":"LAK21: 11th International Learning Analytics and Knowledge Conference","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130456747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 26

Are you with me? Measurement of Learners’ Video-Watching Attention with Eye Tracking 你明白我的意思吗?用眼动追踪法测量学习者观看视频的注意力

LAK21: 11th International Learning Analytics and Knowledge Conference Pub Date : 2021-04-12 DOI: 10.1145/3448139.3448148

Namrata Srivastava, Sadia Nawaz, Joshua Newn, J. Lodge, Eduardo Velloso, Sarah M. Erfani, D. Gašević, J. Bailey

{"title":"Are you with me? Measurement of Learners’ Video-Watching Attention with Eye Tracking","authors":"Namrata Srivastava, Sadia Nawaz, Joshua Newn, J. Lodge, Eduardo Velloso, Sarah M. Erfani, D. Gašević, J. Bailey","doi":"10.1145/3448139.3448148","DOIUrl":"https://doi.org/10.1145/3448139.3448148","url":null,"abstract":"Video has become an essential medium for learning. However, there are challenges when using traditional methods to measure how learners attend to lecture videos in video learning analytics, such as difficulty in capturing learners’ attention at a fine-grained level. Therefore, in this paper, we propose a gaze-based metric—“with-me-ness direction” that can measure how learners’ gaze-direction changes when they listen to the instructor’s dialogues in a video-lecture. We analyze the gaze data of 45 participants as they watched a video lecture and measured both the sequences of with-me-ness direction and proportion of time a participant spent looking in each direction throughout the lecture at different levels. We found that although the majority of the time participants followed the instructor’s dialogues, their behaviour of looking-ahead, looking-behind or looking-outside differed by their prior knowledge. These findings open the possibility of using eye-tracking to measure learners’ video-watching attention patterns and examine factors that can influence their attention, thereby helping instructors to design effective learning materials.","PeriodicalId":108600,"journal":{"name":"LAK21: 11th International Learning Analytics and Knowledge Conference","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129173077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15