Learners on Focus: Visualizing Analytics Through an Integrated Model for Learning Analytics in Adaptive Gamified E-Learning

Abstract

During the Coronavirus pandemic, e-learning systems have proven to be an essential pillar for education. This raises to surface what many studies have addressed earlier; creating a platform that completes the traditional classroom work and maximizes the effectiveness of learning outcomes. Striving to achieve such platform, studies have considered gamifying and personalizing the educational resources for the adaptation of educational systems as per the intended learners through intensive learning analytics. But was the learner really a part of the adaptation process taking place? Learning analytics are usually designed to the course's adaptation and solely for the teachers. Thus, learning analytics in gamified adaptive educational systems involving the course, teachers and learners together are still under investigation. In this study, the Personalized Adaptive Gamified E-learning (PAGE) model is introduced to extend MOOCs by providing new satisfactory levels of learning analytics and visualization in the rich e-learning process that supports the learner's intervention in the resultant learning analytics. The proposed Learning analytics have been developed to make the necessary adaptation to the course and learner's learning flow, as well as visualizing the process and adaptation decisions to the learners. Results show a positive potential towards learning adaptation and visualization, and a necessity to provide an additional focus for the gamification concept.

Analysis of the Use of Videoconferencing in the Learning Process During the Pandemic at a University in Lima

“…In an investigation [14], explains that students have learning effectiveness during their online classes using Discord, as it allows access to requested activities and availability. However, what is detrimental to its reinforcement is the low quality of its network speed and the self-conscious behavior on the part of the students when they do not contribute opinions by activating their microphones.…”

Assessing the Effects of Gamification on Enhancing Information Security Awareness Knowledge

“…Future studies can utilize longitudinal design to provide evidence on whether using game mechanics may be effective over the long run in improving students' IS learning and compliance intention [28,39,40]. Further, while this study mainly used ISA knowledge to measure participants' performance, many varying cognitive-behavioral factors [37], individual learning characteristics [25,30], educational setting factors such as curricula, pedagogies, or instructors [35,38], or learners' game learning experience and behavior [44,45] were neglected. A future study may benefit from incorporating these considerations that provide additional insights into how game mechanics support deeper learning and strengthen students' compliance beliefs and behaviors.…”

“…Third, this study used a quasi-experiment method and only game and lecturing instructional approaches that could not provide sufficient evidence. The researchers may consider a laboratory experiment, other teaching methods, or new algorithms for learners' behavior [45] to gain a richer understanding of gamification in education. Lastly, although gender difference was not observed in the current study, future studies focusing on gender are recommended, as age and gender have produced mixed results on the HAIS-Q [1].…”

Ideating and Developing a Visualization Dashboard to Support Teachers Using Educational Games in the Classroom

“…Big data and analytics can contribute to these changes and reshape the future of education [1]. Also, as a part of the social distancing regulations stated after the global pandemic of the COVID-19, remote teaching and learning has become the norm across many educational institutions [2]. The role of technology in the field of education can have many applications.…”