Missing Piece in Understanding Student Learning: Out-of-School Computer Use

Abstract

Advancements in learning analytics allow teachers to track student learning progress and promote learning by providing necessary intervention and support. Multiple data sources are involved in learning analytics, and the major ones are systems that students use in school. To fully comprehend the progress of student learning, out-of-school learning behaviors should be considered an important part of the academic lives of students. In this study, out-of-school learning behaviors of students, particularly home computer use, were measured using four online behavior indicators of students, which were tracked and collected. The learning performance data of the students were analyzed. Results suggested that the out-of-school computer use behaviors of students, such as mutual follow-up and the sharing of learning experiences, were positively related to their academic performance level, regardless of the age and gender of the students. This study provides insight into what may be the missing piece in understanding student learning, that is, out-of-school computer use. With such insights, learning analytics may be enhanced to improve the understanding of learning without being restricted to schools.

Influence of computers in students’ academic achievement

“…Taking this background into account, we propose the following hypotheses. Fairlie, Beltran, & Das, 2010) and use it daily to facilitate their school work (Gu & Xu, 2019), suggesting that home computers improve educational outcomes and computer skills, leading to more efficient use of computers (Fairlie & London, 2012). Many researchers pointed to a positive impact of computer use in schools on students' educational outcomes (Bayrak & Bayram, 2010;Murillo-Zamorano, López Sánchez, & Godoy-Caballero, 2019;Xiao & Sun, 2021).…”

Influence of Computers in Students’ Academic Achievement

“…The environment where students learn can affect their attitudes (Hsu and Huang, 2006). Studies have found that students achieve higher grades when they have a computer at home (Fairlie, 2012;Fairlie et al, 2010) and use it daily to facilitate their school work (Gu and Xu, 2019), suggesting that home computers improve educational outcomes and computer skills, leading to more efficient use of computers (Fairlie and London, 2012). Many researchers pointed to a positive impact of computer use in schools on students' educational outcomes (Bayrak and Bayram, 2010;Murillo-Zamorano et al, 2019;Xiao and Sun, 2021).…”

Longitudinal Impacts of Home Computer Use on Primary School Children s Reading and Mathematics Achievement

“…Unlike the use of Information and Communication Technologies (ICTs) in schools, the home use of digital technologies by children and its effects have remained an under-researched area (Wang & Minghao, 2012). This is striking since nowadays (informal) learning occurs not only at schools but also out-of-school at home (see Noroozi et al, 2012Noroozi et al, , 2016Gu & Xu, 2018). This gives a false picture of the extent of ownership and use of computers by children at home -which will soon reach saturation point in England, with one computer per child at home (McPake, Ploman & Stephen, 2013) compared to a lower rate of availability of computers and their limited use in schools.…”