以人为本的学习分析：2019-24 年

IF 6.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Educational Technology Pub Date : 2024-02-26 DOI:10.1111/bjet.13442

Simon Buckingham Shum, Roberto Martínez-Maldonado, Yannis Dimitriadis, Patricia Santos

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引用次数: 0

摘要

以人为中心的学习分析（HCLA）是过去 5 年中在学习分析中出现的一个活跃的子课题，主要借鉴了人机交互（HCI）的理论和方法。HCLA 研究人员和从业人员正在采用和调整人机交互理论/方法，以应对以下挑战：让教育利益相关者有意义地参与学习分析设计过程、评估使用中的系统以及研究影响学习分析成败的社会技术因素。这篇社论介绍了本专栏中论文的贡献，更广泛地反映了该领域在过去五年中的崛起，探讨了已知的差距，并指出了未来五年中可能出现的新机遇。

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Human-Centred Learning Analytics: 2019–24

Human-Centred Learning Analytics (HCLA) has emerged in the last 5 years as an active sub-topic within Learning Analytics, drawing primarily on the theories and methods of Human-Computer Interaction (HCI). HCLA researchers and practitioners are adopting and adapting HCI theories/methods to meet the challenge of meaningfully engaging educational stakeholders in the LA design process, evaluating systems in use and researching the sociotechnical factors influencing LA successes and failures. This editorial introduces the contributions of the papers in this special section, reflects more broadly on the field's emergence over the last five years, considers known gaps and indicates new opportunities that may open in the next five years.

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来源期刊

British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.60

自引率

4.50%

发文量

111

期刊介绍： BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.