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Sohum Bhatt; Katrien Verbert; Wim Van Den Noortgate – Journal of Learning Analytics, 2024
Computational thinking (CT) is a concept of growing importance to pre-university education. Yet, CT is often assessed through results, rather than by looking at the CT process itself. Process-based assessments, or assessments that model how a student completed a task, could instead investigate the process of CT as a formative assessment. In this…
Descriptors: Learning Analytics, Student Evaluation, Computation, Thinking Skills
Stanislav Pozdniakov; Roberto Martinez-Maldonado; Yi-Shan Tsai; Vanessa Echeverria; Zachari Swiecki; Dragan Gaševic – Journal of Learning Analytics, 2025
Recent research on learning analytics dashboards has focused on designing user interfaces that offer various forms of "visualization guidance" (often referring to notions such as "data storytelling" or "narrative visualization") to teachers (e.g., emphasizing data points or trends with colour and adding annotations),…
Descriptors: Visual Aids, Learning Analytics, Technological Literacy, Pedagogical Content Knowledge
Segedy, James R.; Kinnebrew, John S.; Biswas, Gautam – Journal of Learning Analytics, 2015
Researchers have long recognized the potential benefits of open-ended computer- based learning environments (OELEs) to help students develop self-regulated learning (SRL) behaviours. However, measuring self-regulation in these environments is a difficult task. In this paper, we present our work in developing and evaluating "coherence…
Descriptors: Educational Environment, Computer Assisted Instruction, Independent Study, Learning Strategies