Proceedings of the 9th International Conference on Learning Analytics & Knowledge最新文献_第4页

Topic Development to Support Revision Feedback 主题开发以支持修订反馈

Proceedings of the 9th International Conference on Learning Analytics & Knowledge Pub Date : 2019-03-04 DOI: 10.1145/3303772.3303816

Jovita M. Vytasek, Alexandra Patzak, P. Winne

引用次数: 3

Predicting Student Success in Communication Skills Learning Scenarios with Virtual Humans 用虚拟人预测学生在沟通技巧学习场景中的成功

Proceedings of the 9th International Conference on Learning Analytics & Knowledge Pub Date : 2019-03-04 DOI: 10.1145/3303772.3303828

Stephanie Carnell, Benjamin C. Lok, Melva T. James, Jonathan Su

引用次数: 12

Different Types of Response-Based Feedback in Mathematics: The case of textual and symbolic messages 数学中不同类型的基于反应的反馈:以文本信息和符号信息为例

Proceedings of the 9th International Conference on Learning Analytics & Knowledge Pub Date : 2019-03-04 DOI: 10.1145/3303772.3303815

Tom Gal, A. Hershkovitz

引用次数: 1

DiAd: Domain Adaptation for Learning at Scale DiAd:大规模学习的领域适应

Proceedings of the 9th International Conference on Learning Analytics & Knowledge Pub Date : 2019-03-04 DOI: 10.1145/3303772.3303810

Ziheng Zeng, Snigdha Chaturvedi, S. Bhat, D. Roth

引用次数: 4

Validating the Use of LMS-Derived Rubric Structural Features to Facilitate Automated Measurement of Rubric Quality 验证使用lms衍生的毛坯结构特征来促进毛坯质量的自动测量

Proceedings of the 9th International Conference on Learning Analytics & Knowledge Pub Date : 2019-03-04 DOI: 10.1145/3303772.3303829

Philip Arcuria, W. Morgan, T. Fikes

引用次数: 3

Towards Enabling Feedback on Rhetorical Structure with Neural Sequence Models 利用神经序列模型实现修辞结构的反馈

Proceedings of the 9th International Conference on Learning Analytics & Knowledge Pub Date : 2019-03-04 DOI: 10.1145/3303772.3303808

James Fiacco, Elena Cotos, C. Rosé

引用次数: 15

A Study on Curriculum Planning and Its Relationship with Graduation GPA and Time To Degree 课程规划及其与毕业GPA和学位时间的关系研究

Proceedings of the 9th International Conference on Learning Analytics & Knowledge Pub Date : 2019-03-04 DOI: 10.1145/3303772.3303783

Sara Morsy, G. Karypis

{"title":"A Study on Curriculum Planning and Its Relationship with Graduation GPA and Time To Degree","authors":"Sara Morsy, G. Karypis","doi":"10.1145/3303772.3303783","DOIUrl":"https://doi.org/10.1145/3303772.3303783","url":null,"abstract":"In recent years, several data-driven methods have been developed to help undergraduate students during course selection and sequencing. These methods tend to utilize the whole set of past course registration data, regardless of the past students' graduation GPA and time to degree (TTD). Though some previous work has shown through the results of their developed models that students of different GPA tend to take courses in different sequence, the actual analysis of the degree plans and how/if they relate to the students' graduation GPA and time-to-degree has not received much attention. This study analyzes how the student's academic level when they take different courses, as well as the pairwise degree similarity between pairs of students relate to the students' graduation GPA and TTD. Our study uses a large-scale dataset that contains 25 majors from different colleges at the University of Minnesota and spans 16 years. The analysis shows that TTD is highly correlated with both the timing and ordering of courses that students follow in their degree plans, while the correlation between graduation GPA and the course timing and ordering is not as high. We also perform a case study that uses course timing and ordering features to predict whether the student at each semester will graduate on-time or overtime. The results show that careful curriculum planning is needed to improve graduation rates in universities.","PeriodicalId":382957,"journal":{"name":"Proceedings of the 9th International Conference on Learning Analytics & Knowledge","volume":"205 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123055589","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

Social Comparison in MOOCs: Perceived SES, Opinion, and Message Formality mooc中的社会比较:感知SES、观点和信息形式

Proceedings of the 9th International Conference on Learning Analytics & Knowledge Pub Date : 2019-03-04 DOI: 10.1145/3303772.3303773

Heeryung Choi, Nia Dowell, Christopher A. Brooks, Stephanie D. Teasley

引用次数: 5

Increasing the Impact of Learning Analytics 增加学习分析的影响

Proceedings of the 9th International Conference on Learning Analytics & Knowledge Pub Date : 2019-03-04 DOI: 10.1145/3303772.3303784

S. Dawson, Srécko Joksimovíc, Oleksandra Poquet, George Siemens

{"title":"Increasing the Impact of Learning Analytics","authors":"S. Dawson, Srécko Joksimovíc, Oleksandra Poquet, George Siemens","doi":"10.1145/3303772.3303784","DOIUrl":"https://doi.org/10.1145/3303772.3303784","url":null,"abstract":"Learning Analytics (LA) studies the learning process in order to optimize learning opportunities for students. Although LA has quickly risen to prominence, there remain questions regarding the impact LA has made to date. To evaluate the extent that LA has impacted our understanding of learning and produced insights that have been translated to mainstream practice or contributed to theory, we reviewed the research published in 2011-2018 LAK conferences and Journal of Learning Analytics. The reviewed studies were coded according to five dimensions: study focus, data types, purpose, institutional setting, and scale of research and implementation. The coding and subsequent epistemic network analysis indicates that while LA research has developed in the areas of focus and sophistication of analyses, the impact on practice, theory and frameworks have been limited. We hypothesize that this finding is due to a continuing predominance of small-scale techno-centric exploratory studies that to date have not fully accounted for the multi-disciplinarity that comprises education. For the field to reach its potential in understanding and optimizing learning and learning environments, there must be a purposeful shift to move from exploratory models to more holistic and integrative systems-level research. This necessitates greater effort applied to understanding the research cycles that emerge when multiple knowledge domains coalesce into new fields of research.","PeriodicalId":382957,"journal":{"name":"Proceedings of the 9th International Conference on Learning Analytics & Knowledge","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123727143","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: 90

Exploring the Subtleties of Agency and Indirect Control in Digital Learning Games 探讨数字学习游戏中的代理和间接控制的微妙之处

Proceedings of the 9th International Conference on Learning Analytics & Knowledge Pub Date : 2019-03-04 DOI: 10.1145/3303772.3303797

Erik Harpstead, J. Richey, Huy A. Nguyen, B. McLaren

{"title":"Exploring the Subtleties of Agency and Indirect Control in Digital Learning Games","authors":"Erik Harpstead, J. Richey, Huy A. Nguyen, B. McLaren","doi":"10.1145/3303772.3303797","DOIUrl":"https://doi.org/10.1145/3303772.3303797","url":null,"abstract":"How do the features of a learning environment's user interface impact learners' agency and, further, their learning? We explored this question in the context of Decimal Point, a digital learning game designed to support middle school students in learning decimals. Previous studies of the game showed that giving students the ability to choose the order and number of mini-games to play did not significantly impact their learning outcomes compared to a condition without choice. In this paper we explore whether some elements of the game's interface may have inadvertently exerted indirect control over students' choice, leading to the previous effects. We conducted a classroom study using a new version of the game that varied whether students saw a visual path connecting mini-games on the game map to modulate the level of indirect control students would experience with an implied ordering. Ultimately, we found that students in the no-line condition exercised significantly more agency but did not learn any less than the line condition. These results suggest that indirect control can be a subtle but powerful way to direct student attention in digital learning games.","PeriodicalId":382957,"journal":{"name":"Proceedings of the 9th International Conference on Learning Analytics & Knowledge","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114218886","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: 14