Learning Analytics for Natural User Interfaces: A Framework, Case Studies and a Maturity Analysis

Martínez-Maldonado, Roberto; Shum, Simon Buckingham; Schneider, Bertrand; Charleer, Sven; Klerkx, Joris; Duval, Erik

doi:10.18608/jla.2017.41.4

Cited by 8 publications

(6 citation statements)

References 48 publications

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“…For a review in the broader area of natural user interfaces see Martinez‐Maldonado et al . (). From a technical point of view, the use of rules in Voyiatzaki, Polyzos, and Avouris () to find specific landmarks in CSCL interactions bears some similarity to our detection of the interaction indicators that underlie our TA tools, although we have employed a wider range of AI techniques, including rule‐based reasoning, case‐based reasoning and pattern‐matching (see further discussion in fourth section).…”

Section: Background and Related Workmentioning

confidence: 97%

“…The trend towards LA has of course grown exponentially the last few years (Garcia et al, 2012;Holstein et al, 2017;Martinez-Maldonado et al, 2017;Zaldivar, Pardo, Burgos, and Kloos, 2012) particularly in higher education and around the development of dashboards (Schwendimann et al, 2017). However, there is limited work in school settings (cf.…”

Section: Related Workmentioning

confidence: 99%

“…Notable examples in this area that relate to our work include Sergis et al (2019) that investigate how to support teacher guidance and reflection during inquiry tasks, Martinez-Maldonado et al (2015) that aimed explicitly to enhance teacher awareness of small group work with interactive surfaces, and van Leeuwen (2015) where teachers regulated collaborating groups in simulation situations. For a review in the broader area of natural user interfaces see Martinez-Maldonado et al (2017). From a technical point of view, the use of rules in Voyiatzaki, Polyzos, and Avouris (2008) to find specific landmarks in CSCL interactions bears some similarity to our detection of the interaction indicators that underlie our TA tools, although we have employed a wider range of AI techniques, including rule-based reasoning, case-based reasoning and pattern-matching (see further discussion in fourth section).…”

Section: Related Workmentioning

confidence: 99%

See 2 more Smart Citations

Intelligent analysis and data visualisation for teacher assistance tools: The case of exploratory learning

Mavrikis¹,

Geraniou²,

Santos³

et al. 2019

Brit J Educational Tech

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While it is commonly accepted that Learning Analytics (LA) tools can support teachers' awareness and classroom orchestration, not all forms of pedagogy are congruent to the types of data generated by digital technologies or the algorithms used to analyse them. One such pedagogy that has been so far underserved by LA is exploratory learning, exemplified by tools such as simulators, virtual labs, microworlds and some interactive educational games. This paper argues that the combination of intelligent analysis of interaction data from such an Exploratory Learning Environment (ELE) and the targeted design of visualisations has the benefit of supporting classroom orchestration and consequently enabling the adoption of this pedagogy to the classroom. We present a case study of LA in the context of an ELE supporting the learning of algebra. We focus on the formative qualitative evaluation of a suite of Teacher Assistance tools. We draw conclusions relating to the value of the tools to teachers and reflect with transferable lessons for future related work. What is already known about this topic Learning Analytics (LA) tools can support teachers' orchestration but most of the work so far has focus mostly on instructionist pedagogies or Computer‐Supported Collaborative Learning. Exploratory Learning Environments (ELEs) encourage students to freely explore a domain and follow a variety of solutions and have the potential to lead to more engagement and deeper learning. The freedom in ELEs introduces orchestration challenges that hinder the adoption of such pedagogies in classroom. What this paper adds A set of usage scenarios for LA tools for exploratory environments derived from teacher input and design and methodological guidelines based on a reflection from the study. Showcases a suite of Teacher Assistance tools purposefully designed for teachers' orchestration requirements during Exploratory Learning. Empirical evidence of the perceived usefulness of these tools and feedback from a large number of teachers thanks to a methodology of re‐using previously collected classroom data. Implications for practice and/or policy A methodology for involving teachers in the design and evaluation of LA. Highlights teacher training needs for LA. Teachers should be provided with tools that help them orchestrate different activities including ones with digital tools underpinned by a constructionist pedagogy.

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Section: Background and Related Workmentioning

confidence: 97%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

See 1 more Smart Citation

Intelligent analysis and data visualisation for teacher assistance tools: The case of exploratory learning

Mavrikis¹,

Geraniou²,

Santos³

et al. 2019

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…(LA) tools for teaching and learning has been the growing recognition that learning with technology is most likely to occur with appropriate teaching and scaffolding [37] Accordingly, it has been argued that the data provided through LA tools can raise teachers' awareness and reflection, informing their decision-making and consequent behaviours in the classroom [26][39] [40]. LA tools typically allow the tracking of students' progress, the class' workflow and support class management [25].…”

Section: The Role Of Teachers In Learning Analytics Designmentioning

confidence: 99%

“…Research on LA has chiefly focused on enhancing the effectiveness of teachers' orchestration of the classroom and its inevitable variability and complexity [6] [31]. For example, Martinez-Maldonado et al [26] proposed a framework that captures, among other pedagogical aspects, four orchestration activities that may be supported by LA: design, adaptation, awareness and management.…”

Section: The Role Of Teachers In Learning Analytics Designmentioning

confidence: 99%

Inspiration cards workshops with primary teachers in the early co-design stages of learning analytics

Vezzoli

Mavrikis

Vasalou

2020

Proceedings of the Tenth International Conference on Learning Analytics &Amp; Knowledge

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Despite the recognition of the need to include practitioners in the design of learning analytics (LA), especially teacher input tends to come later in the design process rather than in the definition of the initial design agenda. This paper presents a case study of a design project tasked with developing LA tools for a reading game for primary school children. Taking a co-design approach, we use the Inspiration Cards Workshop to ensure meaningful teacher involvement even for participants with low background in data literacy or experience in using learning analytics. We reflect on the process and findings to derive specific and transferable design principles that can guide the implementation of LA tools for primary school teachers in particular, and discuss opportunities and limitations of using the inspiration cards method that can inform future LA design efforts.

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Learning analytics: A glance of evolution, status, and trends according to a proposed taxonomy

Peña-Ayala

2018

WIREs Data Min & Knowl

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Before the emergence of computer‐based educational systems (CBES) whose aims of providing teaching and learning experiences to hundreds even thousands of users, an explosion of information (e.g., students' log data) demands sophisticated methods to gather, analyze, and interpret learners' traces to regulate and enhance education. Thus, learning analytics (LA) arises as a knowledge discovery paradigm that provides valuable findings and facilitates stakeholders to understand the learning process and its implications. Therefore, a landscape of the LA nature, its underlying factors, and applications achieved is outlined in this paper according to a suggested LA Taxonomy that classifies the LA duty from a functional perspective. The aim is to provide an idea of the LA toil, its research lines, and trends to inspire the development of novel approaches for improving teaching and learning practices. Furthermore, the scope of this review covers recently published papers in prestigious journals and conferences, where the works dated from 2016 are summarized and those corresponding to 2014–2015 are cited according to the proposed LA taxonomy. A glimpse is sketched of LA, where underlying elements frame the field foundations to ground the approaches. Moreover, LA strengths, weaknesses, challenges, and risks are highlighted to advice how the LA arena could be enhanced and empowered. In addition, this review offers an insight of the recent LA labor, as well as motivates readers to enrich the LA achievements. This work promotes the LA practice giving an account of the job being achieved and reported in literature, as well as a reflection of the state‐of‐the‐art and an acumens vision to inspire future labor. This article is categorized under: Application Areas > Education and Learning Application Areas > Science and Technology Fundamental Concepts of Data and Knowledge > Human Centricity and User Interaction

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Learning Analytics for Natural User Interfaces: A Framework, Case Studies and a Maturity Analysis

Cited by 8 publications

References 48 publications

Intelligent analysis and data visualisation for teacher assistance tools: The case of exploratory learning

Intelligent analysis and data visualisation for teacher assistance tools: The case of exploratory learning

Inspiration cards workshops with primary teachers in the early co-design stages of learning analytics

Learning analytics: A glance of evolution, status, and trends according to a proposed taxonomy

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