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International Conference on Learning Analytics and Knowledge最新文献

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The Relation Among Gender, Language, and Posting Type in Online Chemistry Course Discussion Forums 在线化学课程讨论区中性别、语言和发帖类型之间的关系
International Conference on Learning Analytics and Knowledge Pub Date : 2024-03-18 DOI: 10.1145/3636555.3636867
Genevieve M. Henricks, Michelle Perry, Suma Bhat
{"title":"The Relation Among Gender, Language, and Posting Type in Online Chemistry Course Discussion Forums","authors":"Genevieve M. Henricks, Michelle Perry, Suma Bhat","doi":"10.1145/3636555.3636867","DOIUrl":"https://doi.org/10.1145/3636555.3636867","url":null,"abstract":"","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":" 11","pages":"189-199"},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140389753","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: 0
Using Multimodal Learning Analytics to Examine Learners' Responses to Different Types of Background Music during Reading Comprehension 利用多模态学习分析法研究学习者在阅读理解过程中对不同类型背景音乐的反应
International Conference on Learning Analytics and Knowledge Pub Date : 2024-03-18 DOI: 10.1145/3636555.3636854
Ying Que, Tzi-Dong Jeremy Ng, Xiao Hu, Mitchell Kam Fai Mak, Peony Tsz Yan Yip
{"title":"Using Multimodal Learning Analytics to Examine Learners' Responses to Different Types of Background Music during Reading Comprehension","authors":"Ying Que, Tzi-Dong Jeremy Ng, Xiao Hu, Mitchell Kam Fai Mak, Peony Tsz Yan Yip","doi":"10.1145/3636555.3636854","DOIUrl":"https://doi.org/10.1145/3636555.3636854","url":null,"abstract":"","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":" 25","pages":"749-756"},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140389983","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: 0
Understanding engagement through game learning analytics and design elements: Insights from a word game case study 通过游戏学习分析和设计元素了解参与度：文字游戏案例研究的启示
International Conference on Learning Analytics and Knowledge Pub Date : 2024-03-18 DOI: 10.1145/3636555.3636885
Katerina Mangaroska, Kristine Larssen, Andreas Amundsen, B. Vesin, Michail N. Giannakos
{"title":"Understanding engagement through game learning analytics and design elements: Insights from a word game case study","authors":"Katerina Mangaroska, Kristine Larssen, Andreas Amundsen, B. Vesin, Michail N. Giannakos","doi":"10.1145/3636555.3636885","DOIUrl":"https://doi.org/10.1145/3636555.3636885","url":null,"abstract":"","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":" 26","pages":"305-315"},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140390026","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: 0
Gaining Insights into Course Difficulty Variations Using Item Response Theory 利用项目反应理论深入了解课程难度变化
International Conference on Learning Analytics and Knowledge Pub Date : 2024-03-18 DOI: 10.1145/3636555.3636902
Frederik Baucks, Robin Schmucker, Laurenz Wiskott
{"title":"Gaining Insights into Course Difficulty Variations Using Item Response Theory","authors":"Frederik Baucks, Robin Schmucker, Laurenz Wiskott","doi":"10.1145/3636555.3636902","DOIUrl":"https://doi.org/10.1145/3636555.3636902","url":null,"abstract":"Curriculum analytics (CA) studies curriculum structure and student data to ensure the quality of educational programs. To gain statistical robustness, most existing CA techniques rely on the assumption of time-invariant course difficulty, preventing them from capturing variations that might occur over time. However, ensuring low temporal variation in course difficulty is crucial to warrant fairness in treating individual student cohorts and consistency in degree outcomes. We introduce item response theory (IRT) as a CA methodology that enables us to address the open problem of monitoring course difficulty variations over time. We use statistical criteria to quantify the degree to which course performance data meets IRT’s theoretical assumptions and verify validity and reliability of IRT-based course difficulty estimates. Using data from 664 Computer Science and 1,355 Mechanical Engineering undergraduate students, we show how IRT can yield valuable CA insights: First, by revealing temporal variations in course difficulty over several years, we find that course difficulty has systematically shifted downward during the COVID-19 pandemic. Second, time-dependent course difficulty and cohort performance variations confound conventional course pass rate measures. We introduce IRT-adjusted pass rates as an alternative to account for these factors. Our findings affect policymakers, student advisors, accreditation, and course articulation.","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":" 3","pages":"450-461"},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140390105","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: 0
Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform 谈话时间的反馈会提高学生的参与度吗？来自数学辅导平台随机对照试验的证据
International Conference on Learning Analytics and Knowledge Pub Date : 2024-03-18 DOI: 10.1145/3636555.3636924
Dorottya Demszky, Rose Wang, Sean Geraghty, Carol Yu
{"title":"Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform","authors":"Dorottya Demszky, Rose Wang, Sean Geraghty, Carol Yu","doi":"10.1145/3636555.3636924","DOIUrl":"https://doi.org/10.1145/3636555.3636924","url":null,"abstract":"Providing ample opportunities for students to express their thinking is pivotal to their learning of mathematical concepts. We introduce the Talk Meter, which provides in-the-moment automated feedback on student-teacher talk ratios. We conduct a randomized controlled trial on a virtual math tutoring platform (n=742 tutors) to evaluate the effectiveness of the Talk Meter at increasing student talk. In one treatment arm, we show the Talk Meter only to the tutor, while in the other arm we show it to both the student and the tutor. We find that the Talk Meter increases student talk ratios in both treatment conditions by 13-14%; this trend is driven by the tutor","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":" 19","pages":"632-644"},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140390333","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: 1
Towards Improving Rhetorical Categories Classification and Unveiling Sequential Patterns in Students' Writing 改进修辞类别分类，揭示学生写作的顺序模式
International Conference on Learning Analytics and Knowledge Pub Date : 2024-03-18 DOI: 10.1145/3636555.3636927
Sehrish Iqbal, Mladen Raković, Guanliang Chen, Tongguang Li, Jasmine Bajaj, R. Mello, Yizhou Fan, N. Aljohani, D. Gašević
{"title":"Towards Improving Rhetorical Categories Classification and Unveiling Sequential Patterns in Students' Writing","authors":"Sehrish Iqbal, Mladen Raković, Guanliang Chen, Tongguang Li, Jasmine Bajaj, R. Mello, Yizhou Fan, N. Aljohani, D. Gašević","doi":"10.1145/3636555.3636927","DOIUrl":"https://doi.org/10.1145/3636555.3636927","url":null,"abstract":"","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":" 6","pages":"656-666"},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140390452","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: 0
How do visualizations and automated personalized feedback engage professional learners in a Learning Analytics Dashboard? 在学习分析仪表板中，可视化和自动个性化反馈如何吸引专业学习者？
International Conference on Learning Analytics and Knowledge Pub Date : 2024-03-18 DOI: 10.1145/3636555.3636886
Sarah Alcock, B. Rienties, M. Aristeidou, S. Mostéfaoui
{"title":"How do visualizations and automated personalized feedback engage professional learners in a Learning Analytics Dashboard?","authors":"Sarah Alcock, B. Rienties, M. Aristeidou, S. Mostéfaoui","doi":"10.1145/3636555.3636886","DOIUrl":"https://doi.org/10.1145/3636555.3636886","url":null,"abstract":"","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":" 12","pages":"316-325"},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140390590","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: 0
Computational Modeling of Collaborative Discourse to Enable Feedback and Reflection in Middle School Classrooms 协作话语的计算建模，促进初中课堂的反馈和反思
International Conference on Learning Analytics and Knowledge Pub Date : 2024-03-18 DOI: 10.1145/3636555.3636917
Chelsea Chandler, Thomas Breideband, Jason G. Reitman, Marissa Chitwood, Jeffrey B. Bush, Amanda Howard, Sarah Leonhart, Peter W. Foltz, W. Penuel, Sidney K. D'Mello
{"title":"Computational Modeling of Collaborative Discourse to Enable Feedback and Reflection in Middle School Classrooms","authors":"Chelsea Chandler, Thomas Breideband, Jason G. Reitman, Marissa Chitwood, Jeffrey B. Bush, Amanda Howard, Sarah Leonhart, Peter W. Foltz, W. Penuel, Sidney K. D'Mello","doi":"10.1145/3636555.3636917","DOIUrl":"https://doi.org/10.1145/3636555.3636917","url":null,"abstract":"","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":" 4","pages":"576-586"},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140390655","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: 0
Measurement of Self-regulated Learning: Strategies for mapping trace data to learning processes and downstream analysis implications: 0000-0001-7672-4636 自我调节学习的测量：将跟踪数据映射到学习过程的策略及下游分析的影响：0000-0001-7672-4636
International Conference on Learning Analytics and Knowledge Pub Date : 2024-03-18 DOI: 10.1145/3636555.3636915
I. Osakwe
{"title":"Measurement of Self-regulated Learning: Strategies for mapping trace data to learning processes and downstream analysis implications: 0000-0001-7672-4636","authors":"I. Osakwe","doi":"10.1145/3636555.3636915","DOIUrl":"https://doi.org/10.1145/3636555.3636915","url":null,"abstract":"","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":" 3","pages":"563-575"},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140390656","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: 0
Improving Model Fairness with Time-Augmented Bayesian Knowledge Tracing 用时间增强贝叶斯知识追踪提高模型公平性
International Conference on Learning Analytics and Knowledge Pub Date : 2024-03-18 DOI: 10.1145/3636555.3636849
Jake Barrett, Alasdair Day, Ya'akov Gal
{"title":"Improving Model Fairness with Time-Augmented Bayesian Knowledge Tracing","authors":"Jake Barrett, Alasdair Day, Ya'akov Gal","doi":"10.1145/3636555.3636849","DOIUrl":"https://doi.org/10.1145/3636555.3636849","url":null,"abstract":"","PeriodicalId":162301,"journal":{"name":"International Conference on Learning Analytics and Knowledge","volume":" 11","pages":"46-54"},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140389947","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: 0
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