Proceedings of the Sixth International Conference on Learning Analytics & Knowledge最新文献_第4页

Using game analytics to evaluate puzzle design and level progression in a serious game 使用游戏分析来评估严肃游戏中的谜题设计和关卡进程

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883953

Andrew Hicks, Michael Eagle, Elizabeth Rowe, J. Asbell-Clarke, Teon Edwards, T. Barnes

{"title":"Using game analytics to evaluate puzzle design and level progression in a serious game","authors":"Andrew Hicks, Michael Eagle, Elizabeth Rowe, J. Asbell-Clarke, Teon Edwards, T. Barnes","doi":"10.1145/2883851.2883953","DOIUrl":"https://doi.org/10.1145/2883851.2883953","url":null,"abstract":"Our previous work has demonstrated that players who perceive a game as more challenging are likely to perceive greater learning from that game [8]. However, this may not be the case for all sources of challenge. In this study of a Science learning game called Quantum Spectre, we found that students' progress through the first zone of the game seemed to encounter a \"roadblock\" during gameplay, dropping out when they cannot (or do not want to) progress further. Previously we had identified two primary types of errors in the learning game, Quantum Spectre: Science Errors related to the game's core educational content; and Puzzle Errors related to rules of the game but not to science knowledge. Using this prior analysis, alongside Survival Analysis techniques for analyzing time-series data and drop-out rates, we explored players' gameplay patterns to help us understand player dropout in Quantum Spectre. These results demonstrate that modeling player behavior can be useful for both assessing learning and for designing complex problem solving content for learning environments.","PeriodicalId":343844,"journal":{"name":"Proceedings of the Sixth International Conference on Learning Analytics & Knowledge","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121430035","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: 23

A conceptual framework linking learning design with learning analytics 一个连接学习设计和学习分析的概念框架

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883944

Aneesha Bakharia, L. Corrin, P. D. Barba, G. Kennedy, D. Gašević, R. Mulder, David Williams, S. Dawson, Lori Lockyer

引用次数: 153

Pipeline for expediting learning analytics and student support from data in social learning 从社会学习数据中加速学习分析和学生支持的管道

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883912

Yohan Jo, Gaurav Tomar, Oliver Ferschke, C. Rosé, D. Gašević

引用次数: 10

Exploring the interplay between human and machine annotated multimodal learning analytics in hands-on STEM activities 探索人类和机器注释的多模态学习分析在动手干活动之间的相互作用

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883920

Daniel Spikol, K. Avramides, M. Cukurova

引用次数: 16

Reviewing three case-studies of learning analytics interventions at the open university UK 回顾英国开放大学学习分析干预的三个案例研究

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883886

B. Rienties, Avinash Boroowa, Simon Cross, Lee Farrington-Flint, C. Herodotou, L. Prescott, Kevin Mayles, Tom Olney, Lisette Toetenel, J. Woodthorpe

{"title":"Reviewing three case-studies of learning analytics interventions at the open university UK","authors":"B. Rienties, Avinash Boroowa, Simon Cross, Lee Farrington-Flint, C. Herodotou, L. Prescott, Kevin Mayles, Tom Olney, Lisette Toetenel, J. Woodthorpe","doi":"10.1145/2883851.2883886","DOIUrl":"https://doi.org/10.1145/2883851.2883886","url":null,"abstract":"This study provides a conceptual framework how organizations may adopt evidence-based interventions at scale, and how institutions may evaluate the costs and benefits of such interventions. Building on a new conceptual model developed by the Open University UK (OU), we will analyse three case-studies of evidence-based interventions. By working with 90+ large-scale modules for a period of two years across the five faculties and disciplines within the OU, Analytics4Action provides a bottom-up-approach for working together with key stakeholders within their respective contexts. Using principles of embedded case-study approaches by Yin [1], by comparing the learning behavior, satisfaction and performance of 11079 learners the findings indicated that each of the three learning designs led to satisfied students and average to good student retention. In the second part we highlighted that the three module teams made in-presentation interventions based upon real-time analytics, whereby initial user data indicated VLE behaviour in line with expectations. In 2-5 years, we hope that a rich, robust evidence-base will be presented to show how learning analytics can help teachers to make informed, timely and successful interventions that will help learners to achieve their learning outcomes.","PeriodicalId":343844,"journal":{"name":"Proceedings of the Sixth International Conference on Learning Analytics & Knowledge","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115624983","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: 18

Supporting learning by considering emotions: tracking and visualization a case study 通过考虑情绪来支持学习:跟踪和可视化一个案例研究

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883888

S. Ruiz, Sven Charleer, M. Urretavizcaya, J. Klerkx, I. F. D. Castro, E. Duval

引用次数: 46

What and when: the role of course type and timing in students' academic performance 什么和什么时候:课程类型和时间对学生学习成绩的作用

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883907

Michael Geoffrey Brown, R. DeMonbrun, Steven Lonn, Stephen J. Aguilar, Stephanie D. Teasley

{"title":"What and when: the role of course type and timing in students' academic performance","authors":"Michael Geoffrey Brown, R. DeMonbrun, Steven Lonn, Stephen J. Aguilar, Stephanie D. Teasley","doi":"10.1145/2883851.2883907","DOIUrl":"https://doi.org/10.1145/2883851.2883907","url":null,"abstract":"In this paper we discuss the results of a study of students' academic performance in first year general education courses. Using data from 566 students who received intensive academic advising as part of their enrollment in the institution's pre-major/general education program, we investigate individual student, organizational, and disciplinary factors that might predict a students' potential classification in an Early Warning System as well as factors that predict improvement and decline in their academic performance. Disciplinary course type (based on Biglan's [7] typology) was significantly related to a student's likelihood to enter below average performance classifications. Students were the most likely to enter a classification in fields like the natural science, mathematics, and engineering in comparison to humanities courses. We attribute these disparities in academic performance to disciplinary norms around teaching and assessment. In particular, the timing of assessments played a major role in students' ability to exit a classification. Implications for the design of Early Warning analytics systems as well as academic course planning in higher education are offered.","PeriodicalId":343844,"journal":{"name":"Proceedings of the Sixth International Conference on Learning Analytics & Knowledge","volume":"456 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125797005","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: 21

Bayesian modelling of student misconceptions in the one-digit multiplication with probabilistic programming 用概率规划对学生一位数乘法错误概念的贝叶斯建模

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883895

Behnam Taraghi, Anna Saranti, R. Legenstein, Martin Ebner

引用次数: 6

Learning analytics community exchange: evidence hub 学习分析社区交流:证据中心

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883878

Rebecca Ferguson, D. Clow

引用次数: 17

Designing MOOCs for success: a student motivation-oriented framework 为成功设计mooc:一个以学生动机为导向的框架

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883941

Jonathan M. Kevan, Michael P. Menchaca, Ellen S. Hoffman

引用次数: 7