arXiv (Cornell University),
Journal Year:
2023,
Volume and Issue:
unknown
Published: Jan. 1, 2023
The
rapid
expansion
of
Learning
Analytics
(LA)
and
Artificial
Intelligence
in
Education
(AIED)
offers
new
scalable,
data-intensive
systems
but
also
raises
concerns
about
data
privacy
agency.
Excluding
stakeholders
--
like
students
teachers
from
the
design
process
can
potentially
lead
to
mistrust
inadequately
aligned
tools.
Despite
a
shift
towards
human-centred
recent
LA
AIED
research,
there
remain
gaps
our
understanding
importance
human
control,
safety,
reliability,
trustworthiness
implementation
these
systems.
We
conducted
systematic
literature
review
explore
gaps.
analysed
108
papers
provide
insights
i)
current
state
LA/AIED
research;
ii)
extent
which
educational
have
contributed
systems;
iii)
balance
between
control
computer
automation
such
iv)
reliability
been
considered
literature.
Results
indicate
some
consideration
system
design,
limited
end-user
involvement
actual
design.
Based
on
findings,
we
recommend:
1)
carefully
balancing
stakeholders'
designing
deploying
throughout
all
phases,
2)
actively
involving
target
end-users,
especially
students,
delineate
automation,
3)
exploring
as
principles
future
British Journal of Educational Technology,
Journal Year:
2023,
Volume and Issue:
55(3), P. 769 - 784
Published: Sept. 10, 2023
Abstract
In
this
article,
we
offer
theory‐grounded
narratives
of
a
4‐year
participatory
design
process
Learning
Analytics
tool
with
K‐12
educators.
We
describe
how
design‐in‐partnership
by
leveraging
educators'
routines,
values
and
cultural
representations
into
the
designs
digital
dashboards.
make
our
long‐term
reasoning
visible
reflecting
upon
decisions
were
made,
discussing
key
tensions
analysing
to
what
extent
developed
tools
taken
up
in
practice.
Through
thick
narratives,
reflect
forms—recognizable
constructs
that
might
cue
facilitate
specific
activities—were
identified
among
educators
informed
dashboard.
then
examined
which
designed
supported
coaches
teachers
engage
Generative
Uncertainty,
an
interpretive
stance
manifest
productive
inquiries
towards
data.
Our
analysis
highlights
attuning
forms
is
valuable
first
step
but
not
enough
designing
LA
for
systems
ways
fit
institutionalized
practices,
challenge
instrumental
uses
spur
inquiry.
conclude
offering
two
criteria
making
culturally‐grounded
context
partnerships.
Practitioner
notes
What
already
known
about
topic
Participatory
can
invite
stakeholders
directly
inform
creation
artefacts
their
needs,
markers.
paper
adds
Cultural
be
leveraged
tools.
HCLA
scholars
ought
—the
complex
body
organizational
practices
interactions
multiple
stakeholders—and
just
users
.
Implications
practice
and/or
policy
Leveraging
needs
accompanied
critical
view
behaviours,
structures
are
suggested
such
forms.
Designing
features
easy
use,
associated
concrete
tasks,
existing
three
embedding
design.
British Journal of Educational Technology,
Journal Year:
2024,
Volume and Issue:
55(5), P. 1884 - 1899
Published: April 27, 2024
Abstract
Despite
the
importance
of
academic
counselling
for
student
success,
providing
timely
and
personalized
guidance
can
be
challenging
higher
education
institutions.
In
this
study,
we
investigate
impact
instances
supported
by
a
learning
analytics
(LA)
tool,
called
TrAC,
which
provides
specific
data
about
curriculum
grades
each
student.
To
evaluate
measured
changes
in
students'
performance
ranking
position
over
3
years
compared
students
who
received
with
without
tool.
Our
results
show
that
using
tool
is
related
to
an
improvement
cohort
ranking.
We
further
investigated
characteristics
counselled
cluster
analyses.
The
findings
highlight
potential
beneficial
influence
on
outcomes
arising
from
provision
regarding
their
course
load
decisions
via
TrAC‐mediated
counselling.
This
study
contributes
field
LA
evidence
real‐world
setting
long
period
time.
suggest
incorporating
into
practices
improve
success.
Practitioner
notes
What
already
known
topic
By
analysing
performance,
teaching
strategies
resource
impact,
empowers
institutions
make
informed
design,
allocation
educational
policies.
Through
insights
progress,
engagement
behaviour,
tools
enable
identification
at‐risk
those
needing
additional
support.
literature,
there
are
areas
exploration
such
as
understanding
scalability
long‐term
effects
interventions
success
retention.
paper
adds
rigorous
analysis,
establishes
connection
between
utilization
enhanced
offering
concrete
effectiveness
interventions.
examining
various
factors
stage
load,
research
offers
valuable
contextual
nuances
optimize
tool‐based
It
growing
body
supports
efficacy
data‐driven
education,
fostering
more
evidence‐based
approach
support
Implications
practice
policy
Enhanced
strategies:
tailoring
align
identified
effective
conditions,
educators
proactively
address
individual
needs,
improving
retention
rates.
Informed
decision
making:
demonstrated
positive
highlights
similar
initiatives
foster
Policymakers
consider
incentivizing
adoption
at
institutional
levels.
Future
directions
research:
identifying
interventions,
it
encourages
how
other
optimized
conditions.
guide
development
precise
future.
Advances in higher education and professional development book series,
Journal Year:
2024,
Volume and Issue:
unknown, P. 37 - 68
Published: Sept. 16, 2024
This
chapter
probes
into
the
transformative
impact
of
online
learning
platforms
on
student
education,
particularly
in
context
developing
skills
for
future
employability.
Online
offer
students
a
wealth
benefits,
including
adaptability
to
emerging
technologies,
access
diverse
resources,
and
personalized
experiences.
These
empower
develop
crucial
such
as
adaptability,
critical
thinking,
collaboration,
which
are
essential
success
rapidly
evolving
job
market.
Additionally,
provides
with
flexibility
scheduling,
global
networking
opportunities,
immediate
feedback,
enhancing
their
overall
experience.
Furthermore,
education
reduces
costs
environmental
impact,
making
it
sustainable
accessible
option
worldwide.
As
technology
continues
advance,
is
becoming
increasingly
integral
preparing
demands
workforce.
Journal of Learning Analytics,
Journal Year:
2024,
Volume and Issue:
11(1), P. 132 - 150
Published: Jan. 25, 2024
Predictive
learning
analytics
has
been
widely
explored
in
educational
research
to
improve
student
retention
and
academic
success
an
introductory
programming
course
computer
science
(CS1).
General-purpose
interpretable
dropout
predictions
still
pose
a
challenge.
Our
study
aims
reproduce
extend
the
data
analysis
of
privacy-first
pass–fail
prediction
approach
proposed
by
Van
Petegem
colleagues
(2022)
different
CS1
course.
Using
submission
self-report
data,
we
investigated
reproducibility
original
approach,
effect
adding
self-reports
model,
interpretability
model
features.
The
results
showed
that
for
could
be
successfully
reproduced
context
improved
accuracy
first
four
weeks.
We
also
identified
relevant
features
associated
with
course,
such
as
timely
tasks
iterative
problem
solving.
When
analyzing
behaviour,
were
found
complement
each
other.
highlight
importance
transparency
generalizability
need
future
identify
other
factors
beyond
self-reported
aptitude
measures
behaviour
can
enhance
prediction.
Journal of Learning Analytics,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 17
Published: Dec. 16, 2024
While
teachers
often
monitor
and
adjust
their
learning
design
based
on
students'
emotional
states
in
physical
classrooms,
synchronous
online
environments
limit
ability
to
perceive
the
climate
of
class.
Drawing
from
concept
\textit{social
translucence},
it
is
suggested
that
making
``visible"
settings
can
help
foster
empathetic
interactions.
Recent
advancements
emotion
recognition
technology
are
enabling
creation
analytics
(LA)
systems
estimate
cognitive-affective
real
time.
Yet,
adoption
these
raises
ethical,
cultural,
practical
concerns
when
implemented
environments,
including
potential
challenges
related
accuracy,
privacy,
data
integrity.
To
address
concerns,
we
conducted
an
in-depth
qualitative
study
exploring
perspectives
12
undergraduate
students
modelling
visualizing
context
a
Mexican
higher-education
institution.
The
provides
insights
within
particular
cultural
context,
which
guide
more
human-centred
recognition--based
LA
tools
for
educational
contexts
or
contribute
informed
decisions
about
necessity
cognitive
states.
African Journal of Empirical Research,
Journal Year:
2023,
Volume and Issue:
4(2), P. 909 - 915
Published: Nov. 9, 2023
The
field
of
Social
Studies
(SS)
plays
a
crucial
role
in
nurturing
students'
knowledge,
intellectual
abilities,
and
democratic
disposition,
all
which
are
essential
for
active
engagement
society.
SS
curriculum
is
designed
to
address
the
demands,
challenges,
aspirations
society,
aiding
students
developing
appropriate
virtuous
values.
This
study
aimed
explore
structure
primary
content
assess
its
potential
cultivating
skills,
values
necessary
promote
national
cohesion
integration.
It
adopted
descriptive
survey
design,
employing
stratified
random
sampling
methods
select
1,195
participants,
including
940
students,
188
social
studies
teachers,
47
head
teachers
from
schools,
12
Curriculum
Support
Officers
six
sub-counties
within
Uasin
Gishu
County.
Data
collection
involved
use
questionnaires
CSOs,
observation
guides
interview
schedules
focus
group
discussion
pupils.
data
was
analyzed
descriptively
presented
form
tables,
percentages,
means,
figures.
findings
revealed
that
school
well-structured
with
systematic
breakdown
into
smaller
units
cohesion.
Moreover,
it
aligns
eight
education
goals,
closely
linked
interpersonal
relationships.
However,
there
room
improvement,
recommends
inclusion
areas
have
been
omitted,
particularly
citizenship
education,
enhance
curriculum's
comprehensiveness
educating
about
peaceful
coexistence.
In
conclusion,
emphasizes
necessity
more
holistic
approach
encompasses
facets
better
equip
harmonious
coexistence
diverse
