Learning Analytics on Student Engagement to Enhance Students’ Learning Performance: A Systematic Review

Johar, Nurul Atiqah; Kew, Si Na; Tasir, Zaidatun; Koh, Elizabeth

doi:10.3390/su15107849

Cited by 26 publications

(11 citation statements)

References 83 publications

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“…• Relationship between student, and group or class: Data analysis can be used to assess student performance and progress and to identify how it relates to class performance. Furthermore, analytics can be used to optimally group students to work in groups and maximise their performance in a particular subject or specific competency, as well as to promote co-existence [90]. • Student-Teacher Relationship: Data analysis is a very useful tool for educators and educational administrators.…”

Section: Learning Based On Data and Shreds Of Evidencementioning

confidence: 99%

Optimizing Education with Data Analytics: A Feature Comparison of LMS and SIS

Rodríguez,

Díaz,

González

2024

Preprint

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In the realm of educational technology, Data Analytics (DA) is reshaping teaching and learning. This paper investigates the impact of DA on education, specifically comparing Student Information Systems (SIS) and Learning Management Systems (LMS). Data-driven insights from SIS and LMS platforms enable educators to tailor instructional strategies to individual student needs effectively. While SIS manages student data for administrative tasks, LMS offers tools for content delivery and collaboration. Using the strengths of SIS and LMS, educators can optimise teaching and learning experiences, tracking student progress, and fostering collaboration. The comparison emphasises their distinct roles: SIS manages administrative tasks, while LMS focusses on content delivery and collaboration. Using both systems, educators improve the teaching and learning experience, leveraging DA for continuous improvement. In summary, this paper underscores the transformative role of DA in education, framed within the context of comparing the SIS and LMS functionalities. By examining the intersection of data-driven decision making and educational technology, educators are equipped with the tools and knowledge to harness the power of data for meaningful and impactful teaching and learning.

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Section: Learning Based On Data and Shreds Of Evidencementioning

confidence: 99%

Optimizing Education with Data Analytics: A Feature Comparison of LMS and SIS

Rodríguez,

Díaz,

González

2024

Preprint

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“…Systems thinking has a long tradition in computing education and greatly relates to computational thinking [72]. Thus, it is expected that systems thinking may affect engagement in learning using ICT [73] and ICT self-concept might moderate the relationship between systems thinking and design course achievement [74]. Systems thinking skills can be enhanced using different activities supported by ICT and other digital tools, such as modeling, simulations, 3D printing, and scanning [23,75].…”

Section: Learning Dynamics In Technology-enhanced Education Ecosystemsmentioning

confidence: 99%

Leveraging Systems Thinking, Engagement, and Digital Competencies to Enhance First-Year Architecture Students’ Achievement in Design-Based Learning

Avsec,

Jagiełło-Kowalczyk,

Żabicka

et al. 2023

Sustainability

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In recent years, teaching and learning practices have transformed greatly due to emerging technologies. Despite various pedagogical and technological innovations, the learning effectiveness of the new learning environments is still being debated. Systems thinking concepts and methods are needed regarding how to accommodate digital technology to optimize the efficacy of students’ learning, especially when student cohort specificities are addressed. For the purpose of this study, we used an empirical research design supported by a bibliometric analysis. Multiple regression using dummy coding of the predictor variables was conducted to compare the prediction models across different groups of first-year students, while a sequential mediation model was used to examine the students’ perceptions of systems thinking, engagement in the design course, and information communication technology (ICT) self-concept in relation to academic achievements. The results indicate that systems thinking centered around the understanding of feedback behaviors and causal sequences in the system has a direct effect on the design outcome and ICT self-concept related to problem solving and cognitive engagement, while, indirectly, systems thinking also mediates achievement in design courses. The ICT self-concept related to problem solving and cognitive engagement mediates the relationship between systems thinking and design course achievement. This study highlights the importance of leveraging learning system dynamics factors in diverse student cohort design courses and provides implications for developing a high-performance digital education sustainable ecosystem.

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“…The educators believed that they did not have enough opportunities during their training to develop digital competencies for the later use of ICT in practice [47]. In a systematic review, Johar et al [48] noted that in the field of online learning platforms, not all five domains of student engagement are used simultaneously (cognitive, collaborative, behavioral, social, and emotional). The study [48] addressed the importance of using learning analytics adapted to a specific online learning tool (e.g., MOOC) to provide important information for student improvement.…”

Section: Theoretical Background 121 Digital Competenciesmentioning

confidence: 99%

“…In a systematic review, Johar et al [48] noted that in the field of online learning platforms, not all five domains of student engagement are used simultaneously (cognitive, collaborative, behavioral, social, and emotional). The study [48] addressed the importance of using learning analytics adapted to a specific online learning tool (e.g., MOOC) to provide important information for student improvement. Learning analytics is a process that is used for the purpose of prediction, analysis, and feedback to improve online learning and sustainable education [48].…”

Section: Theoretical Background 121 Digital Competenciesmentioning

confidence: 99%

“…The study [48] addressed the importance of using learning analytics adapted to a specific online learning tool (e.g., MOOC) to provide important information for student improvement. Learning analytics is a process that is used for the purpose of prediction, analysis, and feedback to improve online learning and sustainable education [48]. Only through professionally trained and aware educators can the trend of children being mere consumers of new technologies be countered [17].…”

Section: Theoretical Background 121 Digital Competenciesmentioning

confidence: 99%

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Systems Thinking Skills and the ICT Self-Concept in Preschool Teachers for Sustainable Curriculum Transformation

Kurent,

Avsec

2023

Sustainability

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The importance of early learning is even greater today if we are to prepare children for the 21st century by developing several lifelong competencies. With the advent of digitalization, some educators already integrate information communication technology (ICT) into early childhood, whereas others also have concerns about early implementation. However, the introduction of digital competencies from the perspective of systems thinking among preservice and in-service preschool teachers has not yet been demonstrated. The purpose of this study is to identify preschool teachers’ systems thinking skills and their ICT self-concept and to develop a pathway model for developing an ICT self-concept for sustainable and digital preschool education using systems thinking. An empirical research design with advanced statistical analysis and structural equation modeling was used. The sample consists of 172 preschool teachers. The results showed small differences between the preservice and in-service preschool teachers in the areas of “sequence of events” and “communication” in favor of preservice preschool teachers. Regardless of the group of preschool teachers, systems thinking develops self-concept in relation to ICT equally. The pathway diagram shows that “understanding the relationships between patterns” is the strongest predictor of the ICT self-concept, that only perceiving and understanding the inter-relationships of factors influence problem solving, and that understanding variations of different types (random/specific) and causal sequences alone has predictive power for “process and store” in the context of the ICT self-concept. The developed model will help educators, researchers, and curriculum designers to improve preschool education practices and transform the curriculum in a sustainable way.

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Learning Analytics on Student Engagement to Enhance Students’ Learning Performance: A Systematic Review

Cited by 26 publications

References 83 publications

Optimizing Education with Data Analytics: A Feature Comparison of LMS and SIS

Optimizing Education with Data Analytics: A Feature Comparison of LMS and SIS

Leveraging Systems Thinking, Engagement, and Digital Competencies to Enhance First-Year Architecture Students’ Achievement in Design-Based Learning

Systems Thinking Skills and the ICT Self-Concept in Preschool Teachers for Sustainable Curriculum Transformation

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