Knowledge-based design analytics for authoring courses with smart learning content

Over the last 10 years, learning analytics have provided educators with both dashboards and tools to understand student behaviors within specific technological environments. However, there is a lack of work to support educators in making data-informed design decisions when designing a blended course...

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Detalhes bibliográficos
Autores: Albó, Laia, Barria-Pineda, Jordan, Brusilovsky, Peter, Hernández Leo, Davinia
Formato: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2021
País:España
Recursos:Universitat Pompeu Fabra
Repositorio:Repositorio Digital de la UPF
OAI Identifier:oai:repositori.upf.edu:10230/47654
Acesso em linha:http://hdl.handle.net/10230/47654
http://dx.doi.org/10.1007/s40593-021-00253-3
Access Level:acceso abierto
Palavra-chave:Design Analytics
Blended Learning
Concept-level visualization
Knowledge-based analytics
Authoring tool
Learning Design
Smart Learning Content
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spelling Knowledge-based design analytics for authoring courses with smart learning contentAlbó, LaiaBarria-Pineda, JordanBrusilovsky, PeterHernández Leo, DaviniaDesign AnalyticsBlended LearningConcept-level visualizationKnowledge-based analyticsAuthoring toolLearning DesignSmart Learning ContentOver the last 10 years, learning analytics have provided educators with both dashboards and tools to understand student behaviors within specific technological environments. However, there is a lack of work to support educators in making data-informed design decisions when designing a blended course and planning appropriate learning activities. In this paper, we introduce knowledge-based design analytics that uncover facets of the learning activities that are being created. A knowledge-based visualization is integrated into edCrumble, a (blended) learning design authoring tool. This new approach is explored in the context of a higher education programming course, where instructors design labs and home practice sessions with online smart learning content on a weekly basis. We performed a within-subjects user study to compare the use of the design tool both with and without visualization. We studied the differences in terms of cognitive load, controllability, confidence and ease of choice, design outcomes, and user actions within the system to compare both conditions with the objective of evaluating the impact of using design analytics during the decision-making phase of course design. Our results indicate that the use of a knowledge-based visualization allows the teachers to reduce the cognitive load (especially in terms of mental demand) and that it facilitates the choice of the most appropriate activities without affecting the overall design time. In conclusion, the use of knowledge-based design analytics improves the overall learning design quality and helps teachers avoid committing design errors.This work is a result of a collaboration within a mobility grant for research funded by the SEBAP, Societat Econòmica Barcelonesa d’Amics del País. This work has also been partially funded by NSF DRL 1740775, “la Caixa Foundation” (CoT project, 100010434) and FEDER, the National Research Agency of the Spanish Ministry of Science, Innovations and Universities MDM-2015-0502, TIN2014-53199-C3-3-R, TIN2017-85179-C3-3-R. D. Hernández-Leo acknowledges the support by ICREA under the ICREA Academia programme.Springer20212022info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/47654http://dx.doi.org/10.1007/s40593-021-00253-3reponame:Repositorio Digital de la UPFinstname:Universitat Pompeu FabraInglésInternational Journal of Artificial Intelligence in Education. 2022;32(1):4-27.info:eu-repo/grantAgreement/ES/1PE/TIN2014-53199-C3-3-Rinfo:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R© Springer The final publication is available at Springer via http://dx.doi.org/10.1007/s40593-021-00253-3info:eu-repo/semantics/openAccessoai:repositori.upf.edu:10230/476542026-06-12T07:21:37Z
dc.title.none.fl_str_mv Knowledge-based design analytics for authoring courses with smart learning content
title Knowledge-based design analytics for authoring courses with smart learning content
spellingShingle Knowledge-based design analytics for authoring courses with smart learning content
Albó, Laia
Design Analytics
Blended Learning
Concept-level visualization
Knowledge-based analytics
Authoring tool
Learning Design
Smart Learning Content
title_short Knowledge-based design analytics for authoring courses with smart learning content
title_full Knowledge-based design analytics for authoring courses with smart learning content
title_fullStr Knowledge-based design analytics for authoring courses with smart learning content
title_full_unstemmed Knowledge-based design analytics for authoring courses with smart learning content
title_sort Knowledge-based design analytics for authoring courses with smart learning content
dc.creator.none.fl_str_mv Albó, Laia
Barria-Pineda, Jordan
Brusilovsky, Peter
Hernández Leo, Davinia
author Albó, Laia
author_facet Albó, Laia
Barria-Pineda, Jordan
Brusilovsky, Peter
Hernández Leo, Davinia
author_role author
author2 Barria-Pineda, Jordan
Brusilovsky, Peter
Hernández Leo, Davinia
author2_role author
author
author
dc.subject.none.fl_str_mv Design Analytics
Blended Learning
Concept-level visualization
Knowledge-based analytics
Authoring tool
Learning Design
Smart Learning Content
topic Design Analytics
Blended Learning
Concept-level visualization
Knowledge-based analytics
Authoring tool
Learning Design
Smart Learning Content
description Over the last 10 years, learning analytics have provided educators with both dashboards and tools to understand student behaviors within specific technological environments. However, there is a lack of work to support educators in making data-informed design decisions when designing a blended course and planning appropriate learning activities. In this paper, we introduce knowledge-based design analytics that uncover facets of the learning activities that are being created. A knowledge-based visualization is integrated into edCrumble, a (blended) learning design authoring tool. This new approach is explored in the context of a higher education programming course, where instructors design labs and home practice sessions with online smart learning content on a weekly basis. We performed a within-subjects user study to compare the use of the design tool both with and without visualization. We studied the differences in terms of cognitive load, controllability, confidence and ease of choice, design outcomes, and user actions within the system to compare both conditions with the objective of evaluating the impact of using design analytics during the decision-making phase of course design. Our results indicate that the use of a knowledge-based visualization allows the teachers to reduce the cognitive load (especially in terms of mental demand) and that it facilitates the choice of the most appropriate activities without affecting the overall design time. In conclusion, the use of knowledge-based design analytics improves the overall learning design quality and helps teachers avoid committing design errors.
publishDate 2021
dc.date.none.fl_str_mv 2021
2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/47654
http://dx.doi.org/10.1007/s40593-021-00253-3
url http://hdl.handle.net/10230/47654
http://dx.doi.org/10.1007/s40593-021-00253-3
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv International Journal of Artificial Intelligence in Education. 2022;32(1):4-27.
info:eu-repo/grantAgreement/ES/1PE/TIN2014-53199-C3-3-R
info:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:Repositorio Digital de la UPF
instname:Universitat Pompeu Fabra
instname_str Universitat Pompeu Fabra
reponame_str Repositorio Digital de la UPF
collection Repositorio Digital de la UPF
repository.name.fl_str_mv
repository.mail.fl_str_mv
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