scholarly journals Putting It All Together: Combining Learning Analytics Methods and Data Sources to Understand Students’ Approaches to Learning Programming

2021 ◽  
Author(s):  
Sonsoles López-Pernas ◽  
Mohammed Saqr ◽  
Olga Viberg
Keyword(s):  
Frequency Analysis ◽  
Learning Process ◽  
Learning Analytics ◽  
Assessment Tool ◽  
Approaches To Learning ◽  
Theoretical Concepts ◽  
Combining Data ◽  
Copy And Paste ◽  
The Individual ◽  
Learning Programming

Learning programming is a complex and challenging task for many students. It in-volves both understanding theoretical concepts and acquiring practical skills. Hence, analyzing learners’ data from online learning environments alone fails to capture the full breadth of stu-dents’ actions if part of their learning process takes place elsewhere. Moreover, existing studies on learning analytics applied to programming education have mainly relied on frequency analysis to classify students according to their approach to programming or to predict academic achieve-ment. However, frequency analysis provides limited insights into the individual time-related characteristics of the learning process. The current study examines students’ strategies when learning programming, combining data from the learning management system and from an au-tomated assessment tool. To gain an in-depth understanding of students’ learning process as well as of the types of learners, we used learning analytics methods that account for the temporal order of learning actions. Our results show that students have special preferences for specific learning resources when learning programming, namely slides that support search, and copy and paste. We also found that videos are relatively less consumed by students, especially while working on programming assignments. Lastly, students resort to course forums to seek help only when they struggle.

scholarly journals Putting It All Together: Combining Learning Analytics Methods and Data Sources to Understand Students’ Approaches to Learning Programming

2021 ◽  
Vol 13 (9) ◽  
pp. 4825
Author(s):  
Sonsoles López-Pernas ◽  
Mohammed Saqr ◽  
Olga Viberg
Keyword(s):  
Frequency Analysis ◽  
Learning Process ◽  
Learning Analytics ◽  
Engineering Students ◽  
Assessment Tool ◽  
Approaches To Learning ◽  
Theoretical Concepts ◽  
Combining Data ◽  
The Individual ◽  
Learning Programming

Learning programming is a complex and challenging task for many students. It involves both understanding theoretical concepts and acquiring practical skills. Hence, analyzing learners’ data from online learning environments alone fails to capture the full breadth of students’ actions if part of their learning process takes place elsewhere. Moreover, existing studies on learning analytics applied to programming education have mainly relied on frequency analysis to classify students according to their approach to programming or to predict academic achievement. However, frequency analysis provides limited insights into the individual time-related characteristics of the learning process. The current study examines students’ strategies when learning programming, combining data from the learning management system and from an automated assessment tool used to support students while solving the programming assignments. The study included the data of 292 engineering students (228 men and 64 women, aged 20–26) from the two aforementioned sources. To gain an in-depth understanding of students’ learning process as well as of the types of learners, we used learning analytics methods that account for the temporal order of learning actions. Our results show that students have special preferences for specific learning resources when learning programming, namely, slides that support search, and copy and paste. We also found that videos are relatively less consumed by students, especially while working on programming assignments. Lastly, students resort to course forums to seek help only when they struggle.

Integrating Assessment, Feedback, and Learning Analytics in Educational Games

2019 ◽  
pp. 127-169
Author(s):  
Yaëlle Chaudy ◽  
Thomas M. Connolly
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Educational Games ◽  
Assessment Process ◽  
Crucial Aspect ◽  
Assessment Feedback ◽  
Black Boxes ◽  
Literature Reviews

Assessment is a crucial aspect of any teaching and learning process. New tools such as educational games offer promising advantages: they can personalize feedback to students and save educators time by automating the assessment process. However, while many teachers agree that educational games increase motivation, learning, and retention, few are ready to fully trust them as an assessment tool. A likely reason behind this lack of trust is that educational games are distributed as black boxes, unmodifiable by educators and not providing enough insight about the gameplay. This chapter presents three systematic literature reviews looking into the integration of assessment, feedback, and learning analytics in educational games. It then proposes a framework and present a fully developed engine. The engine is used by both developers and educators. Designed to separate game and assessment, it allows teachers to modify the assessment after distribution and visualize gameplay data via a learning analytics dashboard.

Integrating Assessment, Feedback, and Learning Analytics in Educational Games

2022 ◽  
pp. 1803-1846
Author(s):  
Yaëlle Chaudy ◽  
Thomas M. Connolly
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Educational Games ◽  
Assessment Process ◽  
Crucial Aspect ◽  
Assessment Feedback ◽  
Black Boxes ◽  
Literature Reviews

Assessment is a crucial aspect of any teaching and learning process. New tools such as educational games offer promising advantages: they can personalize feedback to students and save educators time by automating the assessment process. However, while many teachers agree that educational games increase motivation, learning, and retention, few are ready to fully trust them as an assessment tool. A likely reason behind this lack of trust is that educational games are distributed as black boxes, unmodifiable by educators and not providing enough insight about the gameplay. This chapter presents three systematic literature reviews looking into the integration of assessment, feedback, and learning analytics in educational games. It then proposes a framework and present a fully developed engine. The engine is used by both developers and educators. Designed to separate game and assessment, it allows teachers to modify the assessment after distribution and visualize gameplay data via a learning analytics dashboard.

scholarly journals Differential-Psychological and Psychophysiological Approaches to Learning in Modern School

2016 ◽  
Vol 8 (4) ◽  
pp. 71-78
Author(s):  
M.K. Kabardov ◽  
N.A. Aminov ◽  
Z.Z. Zhambeeva ◽  
E.V. Burmistrova ◽  
A.K. Bedanokova
Keyword(s):  
Learning Styles ◽  
Learning Process ◽  
Approaches To Learning ◽  
Learning Technologies ◽  
Education Development ◽  
Advantages And Disadvantages ◽  
Modern School ◽  
The Individual ◽  
Teaching Learning ◽  
Individual Strategies

The article shows the background and specifics of application of differential psychological and psychophysiological approach to learning in modern school. The revealed problems of the use of the process of individualization and differentiation of teaching, the necessity of taking into account the individual learning opportunities, individual style of pedagogical activity, as well as features the method used by the teacher during training at the modern stage of education development. Presents the advantages and disadvantages of the 3 paradigms of providing training and education of students in modern school in terms of educational and personal needs of the participants in the learning process. The study showed which may have the effect of environmental factors (primarily representations of teachers about the abilities of their wards, i.e., the performance assessment by teachers) on the results of the exam. And that is not unimportant, skills and abilities of teachers play an important role in the learning process. According to the authors, the effectiveness of the learning process depends on "valence" the following three factors against each other and their variability: styles of teaching; learning styles (types of teaching techniques or learning technologies); individual strategies to acquire knowledge, skills, skills. This work was supported by grant RFH № 16-06-00887а

scholarly journals Technology and Innovation in the Development of Cognitive Activity

2019 ◽  
Vol 8 (12) ◽  
pp. 1050-1055
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Education System ◽  
Cognitive Activity ◽  
Approaches To Learning ◽  
Federal State ◽  
Global Changes ◽  
Higher Education System ◽  
Professional Activities ◽  
The Individual

Modern education is intensively developing, manifesting new approaches to learning, and progressive concepts in the system of knowledge acquisition. In recent years, global changes have undergone in the Russian education system from pre-school education through higher education. First of all, they affected the higher education system. On the one hand, there was a significant reform of external features: the merger of several universities into one, and the adjustment of the names of universities and institutions. On the other hand, the changes affected the structure of higher education, the levels of education were defined from bachelor’s to master’s course. Competence and practice-oriented approaches began to occupy a dominant position in the learning process, as well as independent work of students was given special attention. On the basis of the Federal State Standards of Higher Education adopted in 2016 in the Law Enforcement major and Jurisprudence training area, for high-quality and effective implementation of their professional activities, graduates of the universities and colleges sponsored by agencies of the Russian Federal Penitentiary Service must acquire a set of cultural, general vocational and specific professional competencies. To achieve the necessary competence (educational) level in the course of learning, the cadets are faced with the task of solving ideological, political, moral, and cognitive problems. Cognitive activity is key and conscious in the learning process, because it permeates the entire educational path of a person, starting with the initial cognitive efforts and ending with the satisfaction of the cognitive needs of trainees. Effective cognitive activity is impossible without positive motivation, sustainable cognitive interest, self-development and self-determination of the individual.

Edmodo as an Assessment Tool in the Foreign Language Learning Process

2018 ◽  
Vol 5 (3) ◽  
pp. 210-215
Author(s):  
Flavia Kaba
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Assessment Tool ◽  
Foreign Language Learning ◽  
Modern Technology ◽  
Foreign Language Anxiety ◽  
Learning Platform ◽  
Secure Learning ◽  
Innovative Techniques

Abstract Due to the rapid developments in educational technology, today’s professors are in search of exploring innovative techniques in order to promote involvement of students in the learning process in general and in the foreign language learning process in particular. This is why today’s students are seen as digital-natives and being motivated for the learning process is very difficult if the modern technology they are familiar with is not utilized effectively in the classroom. When it comes to the assessment part of this process, the situation may become worse, as most of the students feel unwilling due to anxiety problems in general and foreign language anxiety in particular. This study presents an innovative way of assessing students’ skills that they gain during foreign language learning process introducing Edmodo, which is an educational social network that provides a secure learning platform for students and educators. This study is a descriptive one, based on the analyses, surveys, and opinions of different researchers that have implemented this platform in their teaching process. The main objective is to introduce the implementation of various assessment applications through Edmodo.

PENGEMBANGAN VARIASI MENGAJAR DALAM MENINGKATKAN MOTIVASI BELAJAR

2018 ◽  
Vol 6 (1) ◽  
pp. 696-714
Author(s):  
ARIANTI Arianti
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation To Learn ◽  
Strategic Role ◽  
Strong Motivation ◽  
The Individual

Abstract. This journal discusses the development of variations in teaching in increasing learning motivation. The learning process is an activity that involves an individual (physical and spiritual), learning activities are never carried out without a strong motivation or motivation from within the individual or from outside the individual who participates in learning activities. Therefore, the learning process requires the development and use of variations in teaching to generate student motivation. Variations in teaching include variations in teaching styles, variations in media and materials, and variations in teaching and learning interactions. Motivation has a very important role in learning activities, there is no learning activity without motivation, therefore motivation has a strategic role in achieving the goals or results of learning. Keywords: Development Of Teaching Variations and Motivation to Learn

A Phenomenographic Analysis of College Students’ Conceptions of and Approaches to Programming Learning: Insights From a Comparison of Computer Science and Non-Computer Science Contexts

2021 ◽  
pp. 073563312199595
Author(s):  
Te-Lien Chou ◽  
Kai-Yu Tang ◽  
Chin-Chung Tsai
Keyword(s):  
College Students ◽  
Computer Science ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
Digital Age ◽  
Conceptions Of Learning ◽  
Community Interactions ◽  
Learning Programming ◽  
Northern Taiwan ◽  
Rote Memory

Programming learning has become an essential literacy for computer science (CS) and non-CS students in the digital age. Researchers have addressed that students’ conceptions of learning influence their approaches to learning, and thus impact their learning outcomes. Therefore, we aimed to uncover students’ conceptions of programming learning (CoPL) and approaches to programming learning (APL), and analyzed the differences between CS and non-CS students. Phenomenographic analysis was adopted to analyze 31 college students (20 CS-related, and 11 not) from northern Taiwan. Results revealed six categories of CoPL hierarchically: 1. memorizing concepts, logic, and syntax, 2. computing and practicing programming writing, 3. expressing programmers’ ideas and relieving pressure, 4. applying and understanding, 5. increasing one’s knowledge and improving one’s competence, and 6. seeing in a new way. Four categories of APL were also found, namely: 1. copying from the textbook, teachers, or others, 2. rote memory, 3. multiple exploration attempts, and 4. online or offline community interactions. Furthermore, we found that most CS students held higher level CoPL (e.g., seeing in a new way) than non-CS students. However, compared with non-CS students, CS students adopted more surface approaches to learning programming, such as copying and rote memory. Implications are discussed.

What are the risks of Virtual Reality data? Learning Analytics, Algorithmic Bias and a Fantasy of Perfect Data

2021 ◽  
pp. 146144482110127
Author(s):  
Marcus Carter ◽  
Ben Egliston
Keyword(s):  
Virtual Reality ◽  
Learning Process ◽  
Learning Analytics ◽  
Soft Skills ◽  
Education Technology ◽  
Skills Training ◽  
Emerging Technology ◽  
Critical Issues ◽  
Vr Training ◽  
Algorithmic Bias

Virtual reality (VR) is an emerging technology with the potential to extract significantly more data about learners and the learning process. In this article, we present an analysis of how VR education technology companies frame, use and analyse this data. We found both an expansion and acceleration of what data are being collected about learners and how these data are being mobilised in potentially discriminatory and problematic ways. Beyond providing evidence for how VR represents an intensification of the datafication of education, we discuss three interrelated critical issues that are specific to VR: the fantasy that VR data is ‘perfect’, the datafication of soft-skills training, and the commercialisation and commodification of VR data. In the context of the issues identified, we caution the unregulated and uncritical application of learning analytics to the data that are collected from VR training.

scholarly journals ALAS-KA: A learning analytics extension for better understanding the learning process in the Khan Academy platform

2015 ◽  
Vol 47 ◽  
pp. 139-148 ◽  
Author(s):  
José A. Ruipérez-Valiente ◽  
Pedro J. Muñoz-Merino ◽  
Derick Leony ◽  
Carlos Delgado Kloos
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Khan Academy
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