New methods and technologies for enhancing usability and accessibility of educational data

Abstract

Recent advances in information and communication technologies (ICTs) have fostered the development of new methods and tools for exploring the increasingly large amounts of data that come from pedagogical domains [1][2][3][4][5]. These data have the potential to transform education into a personalized experience [6, 7] that meets the needs of each individual student [8]. Educational data research is becoming highly relevant in massive online courses [9], especially MOOCs (Massive Open Online Courses) [10-13] and SPOCs (Small Private Online Courses) [14][15][16]. Educational data are also the basis for learning analytics [17][18][19], with an increasing focus on the way educational data are presented [20][21][22], how users interact with the data [23][24][25][26], and data privacy and security [27][28][29][30].There are many types of data that can support student's learning [31], but the type and nature of the data, how they can be accessed, and who can access them, vary significantly. Whether educational data are collected from collaborative learning environments [32][33][34], course management systems [35,36], gamified training applications [37,38], or administrative systems from schools and universities [39-41], valuable properties, patterns, and insights often emerge. When combined with other factors such as timing and context, these factors play an important role in understanding how students learn [42], the settings in

Mixed Assessment of Virtual Serious Games Applied in Architectural and Urban Design Education

“…This approach is novel insofar as it is applied to enhance the training of students in architecture, an educational field with very few ongoing experiences in the use of VR and gamified approaches to support continuous learning [15][16][17][18][19][20]. This area has historically been poorly evaluated, unlike in other educational fields such as medicine, science, and even engineering, where user studies with students and/or educational innovations are frequently assessed.…”

Effective Subunits in Ineffective Systems: Simultaneous Tight and Loose Coupling in Higher Education Data Use

“…Universities employ various forms of student and administrative data for making organizational decisions, for competing in university rankings, for understanding trends among their student and faculty populations, and for marketing themselves to different stakeholders (Cox et al 2017;Custer et al 2018;Schumacher and Ifenthaler 2017;Williamson, Bayne, and Shay 2020;Wong 2017). More recently with the global COVID-19 pandemic, many higher education organizations have employed surveys and learning analytic tools to understand, address, and solve student concerns (Fonseca, García-Peñalvo, and Camba 2020;Prinsloo, Khalil, and Slade 2021). Data are essential not only for student academic performance but also for monitoring students with physical disabilities and mental health issues (Chen 2020;Cooper, Ferguson, and Wolff 2016).…”

Universidad virtual y la transformación educativa en el contexto de la pandemia

“…Adicionalmente, muchas universidades privadas se vieron sumamente afectadas económicamente, por la cantidad de demandas de reembolso en matrículas, ya que los estudiantes no podían hacer uso de las instalaciones, servicios y actividades que en el formato presencial, se realizaban en diferentes centros educativos (Ko et al, 2021). Por este motivo, la usabilidad y accesibilidad de los datos educativos adquieren una mayor notoriedad en el contexto actual (Fonseca et al, 2021).…”