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Proceedings of the 8th International Conference on Learning Analytics and Knowledge最新文献

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Analysis of interactions between lecturers and students 分析讲师与学生之间的互动
Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170360
E. Watanabe, T. Ozeki, T. Kohama
{"title":"Analysis of interactions between lecturers and students","authors":"E. Watanabe, T. Ozeki, T. Kohama","doi":"10.1145/3170358.3170360","DOIUrl":"https://doi.org/10.1145/3170358.3170360","url":null,"abstract":"In this paper, we discuss the interactions between lecturers and students. First, we detect their behaviors by extracting the face regions of lecturers and students from moving images. Thereafter, we model the interaction between the lecturers' writing and explanation behaviors and the students' note taking and listening behaviors by using multilayered neural networks. We discuss the above interactions based on the internal representations of multilayered neural networks.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127018536","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
Online change detection for monitoring individual student behavior via clickstream data on E-book system 在线变化检测，监测个人学生的行为通过点击流数据在电子书系统
Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170412
Atsushi Shimada, Yuta Taniguchi, Fumiya Okubo, S. Konomi, H. Ogata
{"title":"Online change detection for monitoring individual student behavior via clickstream data on E-book system","authors":"Atsushi Shimada, Yuta Taniguchi, Fumiya Okubo, S. Konomi, H. Ogata","doi":"10.1145/3170358.3170412","DOIUrl":"https://doi.org/10.1145/3170358.3170412","url":null,"abstract":"We propose a new change detection method using clickstream data collected through an e-Book system. Most of the prior work has focused on the batch processing of clickstream data. In contrast, the proposed method is designed for online processing, with the model parameters for change detection updated sequentially based on observations of new click events. More specifically, our method generates a model for an individual student and performs minute-by-minute change detection based on click events during a classroom lecture. We collected clickstream data from four face-to-face lectures, and conducted experiments to demonstrate how the proposed method discovered change points and how such change points correlated with the students' performances.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127021704","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
The influence of students' cognitive and motivational characteristics on students' use of a 4C/ID-based online learning environment and their learning gain 学生的认知和动机特征对学生使用基于4C/ id的在线学习环境及学习收益的影响
Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170363
Charlotte Larmuseau, J. Elen, F. Depaepe
{"title":"The influence of students' cognitive and motivational characteristics on students' use of a 4C/ID-based online learning environment and their learning gain","authors":"Charlotte Larmuseau, J. Elen, F. Depaepe","doi":"10.1145/3170358.3170363","DOIUrl":"https://doi.org/10.1145/3170358.3170363","url":null,"abstract":"Research has revealed that the design of online learning environments can influence students' use and performance. In this study, an online learning environment for learning French as a foreign language was developed in line with the four component instructional design (4C/ID) model. While the 4C/ID-model is a well-established instructional design model, little is known about (1) factors impacting students' use of the four components, namely, learning tasks, part-task practice, supportive and procedural information during their learning process as well as about (2) the way in which students' differences in use of the 4C/ID-based online learning environment impacts course performance. The aim of this study is, therefore, twofold. Firstly, it investigates the influence of students' prior knowledge, task value and self-efficacy on students' use of the four different components of the 4C/ID-model. Secondly, it examines the influence of students' use of the components on their learning gain, taking into account their characteristics. The sample consisted of 161 students in higher education. Results, based on structural equation modelling (SEM), indicate that prior knowledge has a negative influence on students' use of learning tasks and part-task practice. Task value has a positive influence on use of learning tasks and supportive information. Additionally, results indicate that use of use of learning tasks, procedural information, controlled for students' prior knowledge significantly contribute to students' learning gain. Results suggest that students' use of the four components is based on their cognitive and motivational characteristics. Furthermore, results reveal the impact of students' use of learning tasks and procedural information on students' learning gain.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114904724","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
Connecting decentralized learning records: a blockchain based learning analytics platform 连接分散的学习记录:基于区块链的学习分析平台
Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170365
Patrick Ocheja, B. Flanagan, H. Ogata
{"title":"Connecting decentralized learning records: a blockchain based learning analytics platform","authors":"Patrick Ocheja, B. Flanagan, H. Ogata","doi":"10.1145/3170358.3170365","DOIUrl":"https://doi.org/10.1145/3170358.3170365","url":null,"abstract":"As Learners move from one learning environment to another, there is a key necessity of taking with them a proof of previous learning achievements or experiences. In most cases, this is either expressed in terms of receipt of scores or a certificate of completion. While this may be sufficient for enrollment and other administrative decisions, it poses some limitations to the depth of learning analytics and consequently a slow onboarding process. Also, with different institutions having their learning data isolated from each other, it becomes more difficult to easily access a learner's learning history for all learning activities on other systems. In this paper, we propose a blockchain based approach for connecting learning data across different Learning Management Systems (LMS), Learning Record Stores (LRS), institutions and organizations. Leveraging on unique properties of blockchain technology, we also propose solutions to ensuring learning data consistency, availability, immutability, security, privacy and access control.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115108582","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: 64
Towards a writing analytics framework for adult english language learners 面向成人英语学习者的写作分析框架
Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170422
Amna Liaqat, Cosmin Munteanu
{"title":"Towards a writing analytics framework for adult english language learners","authors":"Amna Liaqat, Cosmin Munteanu","doi":"10.1145/3170358.3170422","DOIUrl":"https://doi.org/10.1145/3170358.3170422","url":null,"abstract":"Improving the written literacy of newcomers to English-speaking countries can lead to better education, employment, or social integration opportunities. However, this remains a challenge in traditional classrooms where providing frequent, timely, and personalized feedback is not always possible. Analytics can scaffold the writing development of English Language Learners (ELLs) by providing such feedback. To design these analytics, we conducted a field study analyzing essay samples from immigrant adult ELLs (a group often overlooked in writing analytics research) and identifying their epistemic beliefs and learning motivations. We identified common themes across individual learner differences and patterns of errors in the writing samples. The study revealed strong associations between epistemic writing beliefs and learning strategies. The results are used to develop guidelines for designing writing analytics for adult ELLs, and to propose ideas for analytics that scaffold writing development for this group.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"3 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115512960","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: 7
Capitalisation of analysis processes: enabling reproducibility, openness and adaptability thanks to narration 分析过程的资本化:由于叙述，使再现性，开放性和适应性成为可能
Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170408
Alexis Lebis, Marie Lefèvre, Vanda Luengo, N. Guin
{"title":"Capitalisation of analysis processes: enabling reproducibility, openness and adaptability thanks to narration","authors":"Alexis Lebis, Marie Lefèvre, Vanda Luengo, N. Guin","doi":"10.1145/3170358.3170408","DOIUrl":"https://doi.org/10.1145/3170358.3170408","url":null,"abstract":"Analysis processes of learning traces, used to gain important pedagogical insights, are yet to be easily shared and reused. They face what is commonly called a reproducibility crisis. From our observations, we identify two important factors that may be the cause of this crisis: technical constraints due to runnable necessities, and context dependencies. Moreover, the meaning of the reproducibility itself is ambiguous and a source of misunderstanding. In this paper, we present an ontological framework dedicated to taking full advantage of already implemented educational analyses. This framework shifts the actual paradigm of analysis processes by representing them from a narrative point of view, instead of a technical one. This enables a formal description of analysis processes with high-level concepts. We show how this description is performed, and how it can help analysts. The goal is to empower both expert and non-expert analysis stakeholders with the possibility to be involved in the elaboration of analysis processes and their reuse in different contexts, by improving both human and machine understanding of these analyses. This possibility is known as the capitalisation of analysis processes of learning traces.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129790983","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: 11
SHEILA policy framework: informing institutional strategies and policy processes of learning analytics 希拉政策框架:告知机构战略和学习分析的政策过程
Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170367
Yi-Shan Tsai, Pedro Manuel Moreno-Marcos, Kairit Tammets, Kaire Kollom, D. Gašević
{"title":"SHEILA policy framework: informing institutional strategies and policy processes of learning analytics","authors":"Yi-Shan Tsai, Pedro Manuel Moreno-Marcos, Kairit Tammets, Kaire Kollom, D. Gašević","doi":"10.1145/3170358.3170367","DOIUrl":"https://doi.org/10.1145/3170358.3170367","url":null,"abstract":"This paper introduces a learning analytics policy development framework developed by a cross-European research project team - SHEILA (Supporting Higher Education to Integrate Learning Analytics), based on interviews with 78 senior managers from 51 European higher education institutions across 16 countries. The framework was developed using the RAPID Outcome Mapping Approach (ROMA), which is designed to develop effective strategies and evidence-based policy in complex environments. This paper presents three case studies to illustrate the development process of the SHEILA policy framework, which can be used to inform strategic planning and policy processes in real world environments, particularly for large-scale implementation in higher education contexts.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130377857","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: 47
Can't get more satisfaction?: game-theoretic group-recommendation of educational resources 不能得到更多的满足?:博弈论教育资源分组推荐
Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170371
Z. Papamitsiou, A. Economides
{"title":"Can't get more satisfaction?: game-theoretic group-recommendation of educational resources","authors":"Z. Papamitsiou, A. Economides","doi":"10.1145/3170358.3170371","DOIUrl":"https://doi.org/10.1145/3170358.3170371","url":null,"abstract":"Students' satisfaction from educational resources is a subjective perception of how well these resources meet students' expectations for learning. Recommending educational resources to groups of students, targeting at optimizing all students' satisfaction, is a complicated task due to the lack of joint group profiles. Instead of merging individual profiles or fusing individual recommendations, this paper follows a game-theoretic perspective for solving conflict of interest among students and recommending resources to groups in online collaborative learning contexts: the group members are the players, the resources comprise the set of possible actions, and maximizing each individual member's satisfaction from the selected resources is a problem of finding the Nash Equilibrium. In case the Nash Equilibrium is Pareto efficient, none of the players can get more payoff (satisfaction) without decreasing the payoff of any other player, indicating an optimal benefit for the group as a whole. The comparative evaluation of the suggested approach to other state-of-the-art methods provided statistically significant results regarding the error in predicted group satisfaction from the recommendation and the goodness of the ranked list of recommendations.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123967690","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
Gaze insights into debugging behavior using learner-centred analysis 使用以学习者为中心的分析来观察调试行为
Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170386
Katerina Mangaroska, K. Sharma, M. Giannakos, Hallvard Trætteberg, P. Dillenbourg
{"title":"Gaze insights into debugging behavior using learner-centred analysis","authors":"Katerina Mangaroska, K. Sharma, M. Giannakos, Hallvard Trætteberg, P. Dillenbourg","doi":"10.1145/3170358.3170386","DOIUrl":"https://doi.org/10.1145/3170358.3170386","url":null,"abstract":"The presented study tries to tackle an intriguing question of how user-generated data from current technologies can be used to reinforce learners' reflections, improve teaching practices, and close the learning analytics loop. In particular, the aim of the study is to utilize users' gaze to examine the role of a mirroring tool (i.e. Exercise View in Eclipse) in orchestrating basic behavioral regulation of participants engaged in a debugging task. The results demonstrated that students who processed the information presented in the Exercise View and acted upon it, improved their performance and achieved higher level of success than those who failed to do it. The findings shed a light how to capture what constitute relevant data within a particular context using gaze patterns, that could guide collection of essential learner-centred analytics for the purpose of designing usable and modular learning environments based on data-driven approaches.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"169 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116307910","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
Video and learning: a systematic review (2007--2017) 视频与学习:系统回顾(2007- 2017)
Proceedings of the 8th International Conference on Learning Analytics and Knowledge Pub Date : 2018-03-07 DOI: 10.1145/3170358.3170376
Oleksandra Poquet, Lisa-Angelique Lim, Negin Mirriahi, S. Dawson
{"title":"Video and learning: a systematic review (2007--2017)","authors":"Oleksandra Poquet, Lisa-Angelique Lim, Negin Mirriahi, S. Dawson","doi":"10.1145/3170358.3170376","DOIUrl":"https://doi.org/10.1145/3170358.3170376","url":null,"abstract":"Video materials have become an integral part of university learning and teaching practice. While empirical research concerning the use of videos for educational purposes has increased, the literature lacks an overview of the specific effects of videos on diverse learning outcomes. To address such a gap, this paper presents preliminary results of a large-scale systematic review of peer-reviewed empirical studies published from 2007-2017. The study synthesizes the trends observed through the analysis of 178 papers selected from the screening of 2531 abstracts. The findings summarize the effects of manipulating video presentation, content and tasks on learning outcomes, such as recall, transfer, academic achievement, among others. The study points out the gap between large-scale analysis of fine-grained data on video interaction and experimental findings reliant on established psychological instruments. Narrowing this gap is suggested as the future direction for the research on video-based learning.","PeriodicalId":437369,"journal":{"name":"Proceedings of the 8th International Conference on Learning Analytics and Knowledge","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125738053","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: 55
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