LAK22: 12th International Learning Analytics and Knowledge Conference最新文献_第4页

Charting Design Needs and Strategic Approaches for Academic Analytics Systems through Co-Design 通过协同设计绘制学术分析系统的设计需求和战略方法

LAK22: 12th International Learning Analytics and Knowledge Conference Pub Date : 2022-03-21 DOI: 10.1145/3506860.3506939

Yi-Shan Tsai, Shaveen Singh, Mladen Raković, Lisa-Angelique Lim, Anushka Roychoudhury, D. Gašević

{"title":"Charting Design Needs and Strategic Approaches for Academic Analytics Systems through Co-Design","authors":"Yi-Shan Tsai, Shaveen Singh, Mladen Raković, Lisa-Angelique Lim, Anushka Roychoudhury, D. Gašević","doi":"10.1145/3506860.3506939","DOIUrl":"https://doi.org/10.1145/3506860.3506939","url":null,"abstract":"Academic analytics focuses on collecting, analysing and visualising educational data to generate institutional insights and improve decision-making for academic purposes. However, challenges that arise from navigating a complex organisational structure when introducing analytics systems have called for the need to engage key stakeholders widely to cultivate a shared vision and ensure that implemented systems create desired value. This paper presents a study that takes co-design steps to identify design needs and strategic approaches for the adoption of academic analytics, which serves the purpose of enhancing the measurement of educational quality utilising institutional data. Through semi-structured interviews with 54 educational stakeholders at a large research university, we identified particular interest in measuring student engagement and the performance of courses and programmes. Based on the observed perceptions and concerns regarding data use to measure or evaluate these areas, implications for adoption strategy of academic analytics, such as leadership involvement, communication, and training, are discussed.","PeriodicalId":185465,"journal":{"name":"LAK22: 12th International Learning Analytics and Knowledge Conference","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115277997","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

Thinking with causal models: A visual formalism for collaboratively crafting assumptions 用因果模型思考:协作制作假设的视觉形式主义

LAK22: 12th International Learning Analytics and Knowledge Conference Pub Date : 2022-03-21 DOI: 10.1145/3506860.3506899

Bentley G. Hicks, Kirsty Kitto, Leonie Payne, S. B. Shum

引用次数: 4

Using Learner Trace Data to Understand Metacognitive Processes in Writing from Multiple Sources 使用学习者跟踪数据从多个来源理解写作中的元认知过程

LAK22: 12th International Learning Analytics and Knowledge Conference Pub Date : 2022-03-21 DOI: 10.1145/3506860.3506876

Mladen Raković, Yizhou Fan, J. Graaf, Shaveen Singh, J. Kilgour, Lyn Lim, Johanna D. Moore, M. Bannert, I. Molenaar, D. Gašević

{"title":"Using Learner Trace Data to Understand Metacognitive Processes in Writing from Multiple Sources","authors":"Mladen Raković, Yizhou Fan, J. Graaf, Shaveen Singh, J. Kilgour, Lyn Lim, Johanna D. Moore, M. Bannert, I. Molenaar, D. Gašević","doi":"10.1145/3506860.3506876","DOIUrl":"https://doi.org/10.1145/3506860.3506876","url":null,"abstract":"Writing from multiple sources is a commonly administered learning task across educational levels and disciplines. In this task, learners are instructed to comprehend information from source documents and integrate it into a coherent written composition to fulfil the assignment requirements. Even though educationally potent, multi-source writing tasks are considered challenging to many learners, in particular because many learners underuse monitoring and control, critical metacognitive processes for productive engagement in multi-source writing. To understand these processes, we conducted a laboratory study involving 44 university students. They engaged in multi-source writing task hosted in digital learning environment. Adding to previous research, we unobtrusively measured metacognitive processes using learners’ trace data collected via multiple data channels and in both writing and reading space of the multi-source writing task. We further investigated how these processes affect the quality of a written product, i.e., essay score. In the analysis, we utilised both automatically and human-generated essay score. The rating performance of the essay scoring algorithm was comparable to that of human raters. Our results largely support the theoretical assumptions that engagement in metacognitive monitoring and control benefits the quality of written product. Moreover, our results can inform the development of analytics-based tools that support student writing by making use of trace data and automated essay scoring.","PeriodicalId":185465,"journal":{"name":"LAK22: 12th International Learning Analytics and Knowledge Conference","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125387706","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

Exploring the Politeness of Instructional Strategies from Human-Human Online Tutoring Dialogues 从人际在线辅导对话看教学策略的礼貌性

LAK22: 12th International Learning Analytics and Knowledge Conference Pub Date : 2022-03-21 DOI: 10.1145/3506860.3506904

Jionghao Lin, Mladen Raković, David Lang, D. Gašević, Guanliang Chen

{"title":"Exploring the Politeness of Instructional Strategies from Human-Human Online Tutoring Dialogues","authors":"Jionghao Lin, Mladen Raković, David Lang, D. Gašević, Guanliang Chen","doi":"10.1145/3506860.3506904","DOIUrl":"https://doi.org/10.1145/3506860.3506904","url":null,"abstract":"Existing research indicates that students prefer to work with tutors who express politely in online human-human tutoring, but excessive polite expressions might lower tutoring efficacy. However, there is a shortage of understanding about the use of politeness in online tutoring and the extent to which the politeness of instructional strategies can contribute to students’ achievement. To address these gaps, we conducted a study on a large-scale dataset (5,165 students and 116 qualified tutors in 18,203 online tutoring sessions) of both effective and ineffective human-human online tutorial dialogues. The study made use of a well-known dialogue act coding scheme to identify instructional strategies, relied on the linguistic politeness theory to analyse the politeness levels of the tutors’ instructional strategies, and utilised Gradient Tree Boosting to evaluate the predictive power of these politeness levels in revealing students’ problem-solving performance. The results demonstrated that human tutors used both polite and non-polite expressions in the instructional strategies. Tutors were inclined to express politely in the strategy of providing positive feedback but less politely while providing negative feedback and asking questions to evaluate students’ understanding. Compared to the students with prior progress, tutors provided more polite open questions to the students without prior progress but less polite corrective feedback. Importantly, we showed that, compared to previous research, the accuracy of predicting student problem-solving performance can be improved by incorporating politeness levels of instructional strategies with other documented predictors (e.g., the sentiment of the utterances).","PeriodicalId":185465,"journal":{"name":"LAK22: 12th International Learning Analytics and Knowledge Conference","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126542544","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: 5

Effects of Technological Interventions for Self-regulation: A Control Experiment in Learnersourcing 技术干预对自我调节的影响:学习者资源的控制实验

LAK22: 12th International Learning Analytics and Knowledge Conference Pub Date : 2022-03-21 DOI: 10.1145/3506860.3506911

Hatim Lahza, Hassan Khosravi, Gianluca Demartini, D. Gašević

{"title":"Effects of Technological Interventions for Self-regulation: A Control Experiment in Learnersourcing","authors":"Hatim Lahza, Hassan Khosravi, Gianluca Demartini, D. Gašević","doi":"10.1145/3506860.3506911","DOIUrl":"https://doi.org/10.1145/3506860.3506911","url":null,"abstract":"The benefits of incorporating scaffolds that promote strategies of self-regulated learning (SRL) to help student learning are widely studied and recognised in the literature. However, the best methods for incorporating them in educational technologies and empirical evidence about which scaffolds are most beneficial to students are still emerging. In this paper, we report our findings from conducting an in-the-field controlled experiment with 797 post-secondary students to evaluate the impact of incorporating scaffolds for promoting SRL strategies in the context of assisting students in creating novel content, also known as learnersourcing. The experiment had five conditions, including a control group that had access to none of the scaffolding strategies for creating content, three groups each having access to one of the scaffolding strategies (planning, externally-facilitated monitoring and self-assessing) and a group with access to all of the aforementioned scaffolds. The results revealed that the addition of the scaffolds for SRL strategies increased the complexity and effort required for creating content, were not positively assessed by learners and led to slight improvements in the quality of the generated content. We discuss the implications of our findings for incorporating SRL strategies in educational technologies.","PeriodicalId":185465,"journal":{"name":"LAK22: 12th International Learning Analytics and Knowledge Conference","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126726587","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: 5

How do Teachers Use Open Learning Spaces? Mapping from Teachers’ Socio-spatial Data to Spatial Pedagogy 教师如何使用开放学习空间?从教师社会空间数据到空间教育学的映射

LAK22: 12th International Learning Analytics and Knowledge Conference Pub Date : 2022-03-21 DOI: 10.1145/3506860.3506872

Lixiang Yan, Roberto Martínez Maldonado, Linxuan Zhao, Joanne Deppeler, D. Corrigan, D. Gašević

{"title":"How do Teachers Use Open Learning Spaces? Mapping from Teachers’ Socio-spatial Data to Spatial Pedagogy","authors":"Lixiang Yan, Roberto Martínez Maldonado, Linxuan Zhao, Joanne Deppeler, D. Corrigan, D. Gašević","doi":"10.1145/3506860.3506872","DOIUrl":"https://doi.org/10.1145/3506860.3506872","url":null,"abstract":"Teacher’s in-class positioning and interaction patterns (termed spatial pedagogy) are an essential part of their classroom management and orchestration strategies that can substantially impact students’ learning. Yet, effective management of teachers’ spatial pedagogy can become increasingly challenging as novel architectural designs, such as open learning spaces, aim to disrupt teaching conventions by promoting flexible pedagogical approaches and maximising student connectedness. Multimodal learning analytics and indoor positioning technologies may hold promises to support teachers in complex learning spaces by making salient aspects of their spatial pedagogy visible for provoking reflection. This paper explores how granular x-y positioning data can be modelled into socio-spatial metrics that can contain insights about teachers’ spatial pedagogy across various learning designs. A total of approximately 172.63 million position data points were collected during 101 classes over eight weeks. The results illustrate how indoor positioning analytics can help generate a deeper understanding of how teachers use their learning spaces, such as their 1) teaching responsibilities; 2) proactive or passive interactions with students; and 3) supervisory, interactional, collaborative, and authoritative teaching approaches. Implications of the current findings to future learning analytics research and educational practices were also discussed.","PeriodicalId":185465,"journal":{"name":"LAK22: 12th International Learning Analytics and Knowledge Conference","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132756608","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: 10

Questioning learning analytics? Cultivating critical engagement as student automated feedback literacy 质疑学习分析?培养批判性参与作为学生的自动反馈素养

LAK22: 12th International Learning Analytics and Knowledge Conference Pub Date : 2022-03-21 DOI: 10.1145/3506860.3506912

A. Shibani, Simon Knight, S. B. Shum

引用次数: 5

Participatory and Co-Design of Learning Analytics: An Initial Review of the Literature 学习分析的参与性与共同设计:初步文献回顾

LAK22: 12th International Learning Analytics and Knowledge Conference Pub Date : 2022-03-21 DOI: 10.1145/3506860.3506910

J. Sarmiento, A. Wise

{"title":"Participatory and Co-Design of Learning Analytics: An Initial Review of the Literature","authors":"J. Sarmiento, A. Wise","doi":"10.1145/3506860.3506910","DOIUrl":"https://doi.org/10.1145/3506860.3506910","url":null,"abstract":"Participatory Design (PD), and Co-design (Co-D), can be effective ways to improve technological innovation and to incorporate users’ needs in the development of learning analytics (LA). However, these methods can be difficult to implement and there has yet to be a synopsis of how its and techniques have been applied to the specific needs of LA. This study reviewed 90 papers that described 52 cases of PD of LA between 2010 and 2020 to address the research question “How is participatory design (PD) being used within LA?”. It focuses on examining which groups of participants are normally included in PD for LA, in what phases of the design process it is used, and what specific tools and techniques have LA designers adapted or developed to co-create with design partners. Findings show that there is a growing number of researchers using these methods in recent years, particularly in higher education and with instructor stakeholders. However, it was also found that often the literature would describe the PD activities only superficially, and that some aspects of PD, such as recruitment, were seldom considered overtly in the descriptions of these processes.","PeriodicalId":185465,"journal":{"name":"LAK22: 12th International Learning Analytics and Knowledge Conference","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122076833","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: 19

Pilot Recommender System Enabling Students to Indirectly Help Each Other and Foster Belonging Through Reflections 试点推荐系统，让学生在反思中间接相互帮助，培养归属感

LAK22: 12th International Learning Analytics and Knowledge Conference Pub Date : 2022-03-21 DOI: 10.1145/3506860.3506903

Aileen Benedict, Erfan Al-Hossami, Mohsen Dorodchi, Alexandria Benedict, Sandra Wiktor

{"title":"Pilot Recommender System Enabling Students to Indirectly Help Each Other and Foster Belonging Through Reflections","authors":"Aileen Benedict, Erfan Al-Hossami, Mohsen Dorodchi, Alexandria Benedict, Sandra Wiktor","doi":"10.1145/3506860.3506903","DOIUrl":"https://doi.org/10.1145/3506860.3506903","url":null,"abstract":"Without a sense of belonging, students may become disheartened and give up when faced with new challenges. Moreover, with the sudden growth of remote learning due to COVID-19, it may be even more difficult for students to feel connected to the course and peers in isolation. Therefore, we propose a recommendation system to build connections between students while recommending solutions to challenges. This pilot system utilizes students’ reflections from previous semesters, asking about learning challenges and potential solutions. It then generates sentence embeddings and calculates cosine similarities between the challenges of current and prior students. The possible solutions given by previous students are then recommended to present students with similar challenges. Self-reflection encourages students to think deeply about their learning experiences and benefit both learners and instructors. This system has the potential to allow reflections also to help future learners. By demonstrating that previous students encountered and overcame similar challenges, we could help improve students’ sense of belonging. We then perform user studies to evaluate this system’s potential and find that participants rated 70% of the recommended solutions as useful. Our findings suggest an increase in students’ sense of membership and acceptance, and a decrease in the desire to withdraw.","PeriodicalId":185465,"journal":{"name":"LAK22: 12th International Learning Analytics and Knowledge Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130635161","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

Giving Feedback on Feedback: An Assessment of Grader Feedback Construction on Student Performance 以反馈为反馈:评级员对学生成绩的反馈构建

LAK22: 12th International Learning Analytics and Knowledge Conference Pub Date : 2022-03-21 DOI: 10.1145/3506860.3506897

Serena Nicoll, K. Douglas, Christopher G. Brinton

{"title":"Giving Feedback on Feedback: An Assessment of Grader Feedback Construction on Student Performance","authors":"Serena Nicoll, K. Douglas, Christopher G. Brinton","doi":"10.1145/3506860.3506897","DOIUrl":"https://doi.org/10.1145/3506860.3506897","url":null,"abstract":"Feedback is a critical element of student-instructor interaction: it provides a direct manner for students to learn from mistakes. However, with student to teacher ratios growing rapidly, challenges arise for instructors to provide quality feedback to individual students. While significant efforts have been directed at automating feedback generation, relatively little attention has been given to underlying feedback characteristics. We develop a methodology for analyzing instructor-provided feedback and determining how it correlates with changes in student grades using data from online higher education engineering classrooms. Specifically, we featurize written feedback on individual assignments using Natural Language Processing (NLP) techniques including sentiment analysis, bigram splitting, and Named Entity Recognition (NER) to quantify post-, sentence-, and word-dependent attributes of grader writing. We demonstrate that student grade improvement can be well approximated by a multivariate linear model with average fits across course sections between 67% and 83%. We determine several statistically significant contributors to and detractors from student success contained in instructor feedback. For example, our results reveal that inclusion of student name is significantly correlated with an improvement in post-feedback grades, as is inclusion of specific assignment-related keywords. Finally, we discuss how this methodology can be incorporated into educational technology systems to make recommendations for feedback content from observed student behavior.","PeriodicalId":185465,"journal":{"name":"LAK22: 12th International Learning Analytics and Knowledge Conference","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130681668","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: 6