scholarly journals Exploring jump back behavior patterns and reasons in e-book system

2022 ◽  
Vol 9 (1) ◽  
Author(s):  
Boxuan Ma ◽  
Min Lu ◽  
Yuta Taniguchi ◽  
Shin’ichi Konomi
Keyword(s):  
Student Learning ◽  
Activity Patterns ◽  
Learning Performance ◽  
Digital Learning ◽  
Stream Data ◽  
Learning Materials ◽  
Reading Behaviors ◽  
Log Data ◽  
Learning Behaviors ◽  
Event Stream

AbstractWith the increasing use of digital learning materials in higher education, the accumulated operational log data provide a unique opportunity to analyzing student learning behaviors and their effects on student learning performance to understand how students learn with e-books. Among the students’ reading behaviors interacting with e-book systems, we find that jump-back is a frequent and informative behavior type. In this paper, we aim to understand the student’s intention for a jump-back using user learning log data on the e-book materials of a course in our university. We at first formally define the “jump-back” behaviors that can be detected from the click event stream of slide reading and then systematically study the behaviors from different perspectives on the e-book event stream data. Finally, by sampling 22 learning materials, we identify six reading activity patterns that can explain jump backs. Our analysis provides an approach to enriching the understanding of e-book learning behaviors and informs design implications for e-book systems.

scholarly journals Analyzing Learning Patterns Based on Log Data from Digital Textbooks

2019 ◽  
Vol 17 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Kousuke Mouri ◽  
Zhuo Ren ◽  
Noriko Uosaki ◽  
Chengjiu Yin
Keyword(s):  
Learning Style ◽  
Cognitive Styles ◽  
Learning Performance ◽  
Apriori Algorithm ◽  
Analysis Method ◽  
Log Data ◽  
Learning Behaviors ◽  
Learning And Teaching ◽  
Learning Patterns ◽  
Digital Textbooks

The analysis of learning behaviors from the log data of digital textbooks is beneficial for improving education systems. The focus of discussion in any analysis of learning behaviors is often on discovering the relationships between learning behavior and learning performance. However, little attention has been paid to investigating and analyzing learning patterns or rules among learning style of index (LSI), cognitive style of index (CSI), and the logs of digital textbooks. In this study, the authors proposed a method to analyze learning patterns or rules of reading digital textbooks. The analysis method used association analysis with the Apriori algorithm. The analysis was conducted using logs of digital textbooks and questionnaires to investigate students' learning and cognitive styles. From the detected meaningful association rules, this study found three student types: poorly motivated, efficient, and diligent. The authors believe that consideration of these student types can contribute to the improvement of learning and teaching

Missing Piece in Understanding Student Learning: Out-of-School Computer Use

2018 ◽  
Vol 57 (2) ◽  
pp. 320-342 ◽  
Author(s):  
Xiaoqing Gu ◽  
Hongjin Xu
Keyword(s):  
Student Learning ◽  
Computer Use ◽  
Learning Analytics ◽  
Learning Performance ◽  
Learning Behaviors ◽  
Multiple Data ◽  
School Learning ◽  
And Gender ◽  
School Computer ◽  
Out Of School

Advancements in learning analytics allow teachers to track student learning progress and promote learning by providing necessary intervention and support. Multiple data sources are involved in learning analytics, and the major ones are systems that students use in school. To fully comprehend the progress of student learning, out-of-school learning behaviors should be considered an important part of the academic lives of students. In this study, out-of-school learning behaviors of students, particularly home computer use, were measured using four online behavior indicators of students, which were tracked and collected. The learning performance data of the students were analyzed. Results suggested that the out-of-school computer use behaviors of students, such as mutual follow-up and the sharing of learning experiences, were positively related to their academic performance level, regardless of the age and gender of the students. This study provides insight into what may be the missing piece in understanding student learning, that is, out-of-school computer use. With such insights, learning analytics may be enhanced to improve the understanding of learning without being restricted to schools.

An Extenics-Based Learning Performance Evaluation Scheme in Distance Learning

2014 ◽  
pp. 252-269
Author(s):  
Ying-Chen Lee ◽  
Nobuyoshi Terashima
Keyword(s):  
Performance Evaluation ◽  
Learning Performance ◽  
Web Pages ◽  
Learning Materials ◽  
Web Based ◽  
Learning Behaviors ◽  
Course Content ◽  
Evaluation Scheme ◽  
Web Based Learning ◽  
Five Factors

In recent years, Web-based learning has become one of the major applications of the Internet. For Web-based learning, it is important to design an intelligent curriculum Website for students and to make teachers understand the learning situation of each student in order to provide adequate auxiliary learning materials to individual students. Seven factors, including learning behaviors, were assumed to affect the learning performance of students. These assumptions have been analyzed to determine their effectiveness, and five factors, the degree of interest in the course, the degree of the familiarity with the computer, the number of Web pages browsed, the length of the course content, and the degree of difficulty of the course content are selected for evaluating the learning performance of students. In the research, a Moodle-based curriculum Website was established as the experimental platform to record students’ learning behaviors for analysis. By applying the extenics engineering method, a learning performance evaluation scheme is proposed to generate an evaluated learning performance of individual students for instructors’ reference. Thus, according to the evaluated learning performance, instructors can provide students with more adequate learning materials in accordance with individual students’ learning performance.

scholarly journals Environmental Education Infographics by Instagram: Digital Learning Material Increasing Motivation During the Covid-19 Pandemic

2021 ◽  
Vol 4 (1) ◽  
pp. 50-60
Author(s):  
Habibah Rahmawati ◽  
Rizhal H. Ristanto ◽  
Mieke Miarsyah
Keyword(s):  
Online Learning ◽  
Environmental Education ◽  
Student Learning ◽  
Learning Motivation ◽  
Average Score ◽  
Learning Material ◽  
Digital Learning ◽  
Development Research ◽  
Assessment Data ◽  
Learning Materials

Learning activities during the Covid -19 pandemic were dominated by online learning, so digital learning materials are needed to help increase student learning motivation. The purpose of this development research is to develop digital learning material based infographic by instagram on environmental education that can increase student learning motivation in online learning during the Covid-19 pandemic. This development research uses a method that integrates the Borg and Gall models. The data obtained were through documentation, interviews, expert validation and provision of ARCS questionnaires. The results of the validity test based on the analysis of the expert's assessment data stated that this learning material fell into the "very valid" category with an average score of 3.66. During the learning process using infographic learning materials assisted by Instagram, there was an increase in student motivation with an initial percentage value of 54.25% to 83.75% after using the learning materials developed, the magnitude of the increase was obtained from the n gain test with a score of 0.67 in the moderate category. Keywords: Digital Learning Material, Environmental Education, Infographic b Instagram, Covid-19

Differences between Visual Style and Verbal Style Learners in Learning English

2014 ◽  
Vol 12 (1) ◽  
pp. 91-104
Author(s):  
Chiu-Jung Chen
Keyword(s):  
Foreign Language ◽  
Cognitive Load ◽  
Verbal Ability ◽  
Type A ◽  
Learning Performance ◽  
Learning Materials ◽  
Visual Ability ◽  
Learning Content ◽  
Visual Style ◽  
Annotation Type

English proverb is an interested part when learner applied it in real life situation. The participants of this study were chosen from a big university in the middle area of Taiwan. The researchers selected some learners from Department of Foreign Language (DFL) and Department of Non-Foreign Language (DNFL). 40 students were from DFL, and 40 students were from DNFL. According to learner's short-term memory (STM) abilities, the researchers separated participants into four quadrants (Q1-Q4). According to visual style and verbal style of learning style, learning content representation (LCR) types are clarified into Type A, B, C. The research question is that participants with different STM abilities, how different LCR types affect the learning performance of English proverbs? The authors' results described that LCR with pictorial annotation (Type A) help participants with lower verbal ability and higher visual ability (Q2) to have better performance than other three quadrants, because type A participants feel easier to learn content presented in a visual form than in a verbal form. Providing LCR with both written and pictorial annotation (Type C) helps learners best with higher verbal ability and higher visual ability (Q1) in the recognition test. Providing redundancy learning content lead a higher cognitive load and result to irritation and lack of concentration, in accordance with the Cognitive Load theory. It implied that providing simple learning materials (only written annotation, Type B) is useful to participants with lower verbal ability and lower visual ability (Q3). The research results show that instructors should provide suitable learning materials to their learners in accordance with their STM abilities.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN FISIKA DENGAN MODEL INKUIRI TERBIMBING UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS SISWA SMA PADA MATERI FLUIDA STATIS

2017 ◽  
Vol 4 (2) ◽  
pp. 636 ◽  
Author(s):  
Putri Ayuningtyas ◽  
Soegimin W.W ◽  
Z.A. Imam Supardi
Keyword(s):  
High School ◽  
High School Students ◽  
Performance Test ◽  
Learning Performance ◽  
Process Skills ◽  
Guided Inquiry ◽  
School Students ◽  
Learning Materials ◽  
Science Process Skills ◽  
Physics Learning

This study aims to produce a feasible, practical, and effective Physics learning materials with guided inquiry models to facilitate high school students science process skills on the static fluids. The learning materials were try outed to the class XI SMA Kemala Bhayangkari 1 Surabaya in the second semester of the academic year 2013/2014 with the replication of three classes which are class XI-IPA 1, XI-IPA 2, and XI-IPA 3. This research is the development research, with four D models. The trial design using one-group pretest-posttest design. The results were obtained: (1) the validity of learning materials were good category; the readability student textbook and worksheets were good category; (2) learning performance was good category; student’s activities were categorized to students centered learning; (3) students gave the positive mastery of learning with high gain scores; all students are quite able to practice skill process throught the performance test. Based on the result and discussion of this research, it can be concluded that the Physics learning materials with guided inquiry models to facilitate science process skills of high school students on the static fluids were feasible, practical, and effective to be used at learning process. Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran Fisika yang  layak, praktis, dan efektif dengan model inkuiri terbimbing untuk melatihkan keterampilan proses sains siswa SMA pada materi fluida statis. Perangkat pembelajaran tersebut diujikan terhadap siswa kelas XI SMA Kemala Bhayangkari 1 Surabaya tahun pelajaran 2013/2014 dengan replikasi tiga kelas yaitu kelas XI-IPA 1, kelas XI-IPA 2, dan kelas XI-IPA 3. Penelitian ini merupakan penelitian pengembangan, dengan model 4-D. Rancangan ujicoba perangkat menggunakan one group pretest-posttest design. Hasil penelitian menunjukkan: (1) validitas perangkat pembelajaran berkategori baik; tingkat keterbacaan buku ajar siswa dan lembar kegiatan siswa berkategori baik; (2) keterlaksanaan RPP berkategori baik; aktivitas siswa menunjukkan pembelajaran yang berpusat pada siswa; (3) respon siswa positif terhadap proses pembelajaran; 93% siswa mencapai ketuntasan hasil belajar dengan skor peningkatan yang tinggi; seluruh siswa sudah cukup mampu untuk berlatih keterampilan proses melalui tes kinerja. Berdasarkan hasil dan diskusi penelitian, dapat disimpulkan bahwa perangkat pembelajaran Fisika dengan model inkuiri terbimbing untuk melatihkan keterampilan proses sains siswa SMA pada materi fluida statis layak, praktis, dan efektif digunakan dalam pembelajaran.

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