This paper reports a design science research (DSR) study that develops, demonstrates and evaluates a set of design principles for information systems (IS) that utilise learning analytics to support learning and teaching in higher education. The initial set of design principles is created from theory-inspired conceptualisation based on the literature, and they are evaluated and revised through a DSR process of demonstration and evaluation. We evaluated the developed artefact in four courses with a total enrolment of 1,173 students. The developed design principles for learning analytics information systems (LAIS) to establish a foundation for further development and implementation of learning analytics to support learning and teaching in higher education.

This paper proposes a systematic framework to integrate learning analytics into serious games for people with intellectual disabilities. Serious games for an inclusive learning environment need to be prudently designed with adaptive and measurable competencies to meet the needs of the target users. The recent emergence of learning analytics provides a capability to capture important data in real time from within the highly interactive nature of serious games to better understand and enhance the learning process. Although previous research has addressed different applications of learning analytics in serious games, few studies have investigated the needs of individuals with disabilities. This paper proposes a framework for serious games analytics specialised for people with intellectual disabilities (SGAPID) for the purpose of supporting the integration of learning analytics within serious games to create an inclusive learning environment. We provide a framework based on previous studies in both learning analytics, serious games and educational technologies for people with intellectual disabilities. The framework consists of three central components, namely learner profiling, learning adaptation and learning evaluation. It provides needed guidance for educational application developers and reflects the contemporary trends in educational technologies. The SGAPID framework will also be valuable for the design, implementation, evaluation and adaptation of serious games for inclusive learning and teaching at the group or individual level.

At a time where increased costs and resource constraints are experienced by many tertiary institutions globally, the pressure to find alternative methods to deliver teaching and assessment increases. Whilst the individual learning experience is paramount, the need to manage the numbers, resources and assessment provide an administrative overhead and headache to all teaching staff. With this predicament in mind a computer-supported learning system (CECIL) was developed. It is a webbased teaching and learning resource and administration system. This paper describes the CECIL structure and discusses the potential benefits that a university-wide resource management system may have in terms of the educational flexibility and resource sharing.

The paper motivates, presents and demonstrates a methodology for developing and evaluating learning analytics information systems (LAIS) to support teachers as learning designers. In recent years, there has been increasing emphasis on the benefits of learning analytics to support learning and teaching. Learning analytics can inform and guide teachers in the iterative design process of improving pedagogical practices. This conceptual study proposed a design approach for learning analytics information systems which considered the alignment between learning analytics and learning design activities. The conceptualization incorporated features from both learning analytics, learning design, and design science frameworks. The proposed development approach allows for rapid development and implementation of learning analytics for teachers as designers. The study attempted to close the loop between learning analytics and learning design. In essence, this paper informs both teachers and education technologists about the interrelationship between learning design and learning analytics.

The potential of design science research (DSR) to contribute to real-world problem solving and innovation has been considered as an opportunity for IS researchers to demonstrate the relevance and significance of DSR paradigm. While most DSR studies have been informed single design and development projects, future research needs to consider knowledge sharing and accumulation across multiple projects. This paper argues for combining the forces of design science research and ontology studies to foster knowledge creation and evolution. We propose a new approach to DSR by adopting ontology engineering as a knowledge sharing mechanism in which researchers assemble knowledge parts throughout the study. We develop a framework for understanding, conducting and evaluating ontology-based design science research, and then present the roadmap and guidelines for its conduct and evaluation. This paper concludes with a call for more collaborative efforts in design studies in IS research.