Egle Gedrimiene, Ismail Celik, Anni Silvola, Hanni Muukkonen
{"title":"Higher education students' value tensions and alignments with a learning analytics dashboard: A comparative study between disciplines with epistemic network analysis","authors":"Egle Gedrimiene, Ismail Celik, Anni Silvola, Hanni Muukkonen","doi":"10.1111/bjet.70033","DOIUrl":"https://doi.org/10.1111/bjet.70033","url":null,"abstract":"<p>Data and algorithm driven technologies designed to support teaching and learning activities have raised intense debate on ethics. Specifically, learning analytics (LA) have been criticized for the lack of students' involvement and disconnection from the learning context. The current study addresses this gap by investigating higher education students' (<i>N</i> = 12) use of an LA dashboard from a value perspective. Semi-structured interviews were conducted with students from two different disciplines. We performed a content analysis relying on two frameworks. A value-sensitive design was employed as an approach to study value tensions and alignments for students as users of LA, and Schwartz's theory of basic values worked as a framework for the analysis. Further, an epistemic network analysis was utilized for revealing the interconnections of value alignments and tensions in a student group comparison (teacher education vs. information technology). The results indicated that utilizing the LA dashboard was connected to achievement, self-direction, stimulation and well-being considerations. The use of the LA dashboard facilitated both positive and negative student experiences, indicating value tensions and alignments. Teacher education students experienced greater intensity and various value tensions compared to information technology students. Especially the LA dashboard support for peer competition and a lack of concern for students' well-being were highlighted. The results suggest the need to better align the development of LA tools with the values of teacher education students. The results also point to the need for recognizing the interplay of values and LA tool designs for different learning contexts.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 2","pages":"535-558"},"PeriodicalIF":8.1,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146176639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ink and algorithm: Exploring temporal dynamics in generative AI-assisted writing","authors":"Kaixun Yang, Yixin Cheng, Linxuan Zhao, Mladen Raković, Zachari Swiecki, Dragan Gašević, Guanliang Chen","doi":"10.1111/bjet.70031","DOIUrl":"https://doi.org/10.1111/bjet.70031","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>The advent of Generative AI (GAI) has transformed writing, marking a shift towards GAI-assisted writing in education. However, the dynamics of human–AI interaction in the writing process are not well-understood, and thus, it remains largely unknown how human learning can be effectively supported with such technologies. This study addresses this gap by investigating how humans employ GAI during writing and examining the interplay between patterns of GAI usage and writing behaviours. To capture these patterns, we applied Dynamic Time Warping time-series clustering to identify temporal trajectories of GAI use and employed Epistemic Network Analysis to examine how these trajectories relate to cognitive processes such as knowledge telling, knowledge transformation and cognitive presence. Our analysis revealed four distinct temporal patterns of GAI usage (ie, AI-critical writers, AI-dependent writers, AI-independent writers and AI-balanced writers), each associated with different cognitive engagement strategies. The findings suggest that some writers tend to rely excessively on GAI, which may limit opportunities for meaningful learning by reinforcing surface-level strategies such as knowledge telling. These insights highlight the need for researchers and educators to design GAI-based writing assistants that are sensitive to students' temporal dynamics and can scaffold more productive cognitive engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Researchers and educators can gain practical insights into achieving intelligence augmentation through critical engagement by studying effective user behaviours for enhanced human–AI partnership in writing.</li>\u0000 \u0000 <li>Generative AI-assisted writing can be evaluated using an evidence-centred assessment framework, which relates to writing cognitive processes.</li>\u0000 \u0000 <li>Current studies on Generative AI-assisted writing usually classify writers according to their overall AI usage behaviours throughout the entire writing session.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>We propose using time-series clustering to identify and analyse common temporal patterns in AI usage during generative AI-assisted writing processes.</li>\u0000 \u0000 <li>We uncover the correlation between temporal patterns in AI usage and human writing behaviours, which reflect cognitive processes, through Epistemic Network Analysis.</li>\u0000 \u0000 <li>We iden","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 2","pages":"508-534"},"PeriodicalIF":8.1,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146176648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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