Deriving Strategies for the Evaluation of Spaced Repetition Learning in Mobile Learning Applications from Learning Analytics

Evaluating the success of learning technologies with respect to improvement in the learners' abilities and knowledge is not an easy task. The problem is formed by the existence of many different definitions with different perspectives like grades on the one hand and workplace performance on the other. This paper reviews definitions from the literature with the aim to find a suitable definition for the evaluation of learning success in spaced repetition based mobile learning for knowledge improvement. It also borrows approaches from learning analytics to tackle the fact that learner groups are heterogeneous which leads to the need of analyzing learning success differently in different groups of learners.