Use of Learning-Analytics-Applications in Mathematic with Elementary Learners

Ebner, Martin; Pronegg, Matthias

doi:10.17985/ijare.37247

Cited by 3 publications

(2 citation statements)

References 9 publications

(12 reference statements)

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“…This leads to an in-depth understanding of how learning takes place and allows teachers to identify students who may be facing problems and likely to drop out. These information help teachers formulate effective immediate actions (Ebner & Pronegg, 2015) and learning interventions to assist students and prevent dropouts (Faridhan et al, 2013).…”

Section: Learning Analytics (La)mentioning

confidence: 99%

Learning mathematics in the new norms caused by digital game-based learning and learning analytics

2023

pegegog

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The boom of the 4.0 industrial revolution and the Covid-19 pandemic have changed the teaching and learning process, where digital learning environments have become increasingly necessary and convenient. The application of game-based learning (GBL) provides many benefits, such as helping to improve the quality of the mathematics teaching and learning process. This paper describes digital GBL with the application of Learning Analytics (LA) in a primary school and how the LA approach can enhance learning with GBL. GBL allows students to have more practice in their learning, while LA allows the data on teaching and learning materials to be recorded. The recorded data allows the teachers to systematically analyze them to keep track of students' learning performance. The use of LA is also useful to researchers and game designers. This paper has also proven the importance of the cognitive load theory and its application in GBL. It allows the use of GBL-based application to present learning information to cater to students' cognitive needs. This study involved sixty-four students from a rural primary school who participated in a 10-week GBL-based intervention. The results show that digital GBL helped increase the students' achievement in mathematics. Moreover, the LA process could be used as a mathematics achievement prediction model. In this regard, data on login frequency, duration of use, and the score to predict could be used to predict the intervention's impact on mathematics achievements. The study concludes by discussing the findings and their implications towards GBL and LA-based research and practice in mathematics teaching and learning.

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Section: Learning Analytics (La)mentioning

confidence: 99%

Learning mathematics in the new norms caused by digital game-based learning and learning analytics

2023

pegegog

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“…In addition, the research team worked on more applications for school children -an addition, a subtraction [12], a division and a multi-digit trainer [13]. As follow up, Graz University of Technology contributed to a first European project about German spelling acquisition [14]. The project aims to offer children an online editor for writing short essay.…”

Section: Austriamentioning

confidence: 99%

Efforts in Europe for Data-Driven Improvement of Education – A Review of Learning Analytics Research in Seven Countries

Nouri

Ebner²,

Saqr

et al. 2019

iJAI

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Information and communication technologies are increasingly mediating learning and teaching practices as well as how educational institutions are handling their administrative work. As such, students and teachers are leaving large amounts of digital footprints and traces in various educational apps and learning management platforms, and educational administrators register various processes and outcomes in digital administrative systems. It is against such a background we in recent years have seen the emergence of the fast-growing and multi-disciplinary field of learning analytics. In this paper, we examine the research efforts that have been conducted in the field of learning analytics in Austria, Denmark, Finland, Norway, Germany, Spain, and Sweden. More specifically, we report on developed national policies, infrastructures and competence centers, as well as major research projects and developed research strands within the selected countries. The main conclusions of this paper are that the work of researchers around Europe has not led to national adoption or European level strategies for learning analytics. Furthermore, most countries have not established national policies for learners’ data or guidelines that govern the ethical usage of data in research or education. We also conclude, that learning analytics research on pre-university level to high extent have been overlooked. In the same vein, learning analytics has not received enough focus form national and European national bodies. Such funding is necessary for taking steps towards data-driven development of education.

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Learning Analytics and MOOCs

İnan

Ebner

2020

Lecture Notes in Computer Science

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Use of Learning-Analytics-Applications in Mathematic with Elementary Learners

Cited by 3 publications

References 9 publications

Learning mathematics in the new norms caused by digital game-based learning and learning analytics

Learning mathematics in the new norms caused by digital game-based learning and learning analytics

Efforts in Europe for Data-Driven Improvement of Education – A Review of Learning Analytics Research in Seven Countries

Learning Analytics and MOOCs

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