Clickstream for learning analytics to assess students’ behavior with Scratch
The construction of knowledge through computational practice requires to teachers a substantial amount of time and effort to evaluate programming skills, to understand and to glimpse the evolution of the students and finally to state a quantitative judgment in learning assessment. The field of learn...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/130122 |
| Acceso en línea: | https://hdl.handle.net/2117/130122 https://dx.doi.org/10.1016/j.future.2018.10.057 |
| Access Level: | acceso abierto |
| Palabra clave: | Programming (Computers) -- Study and teaching (Higher) Learning analytics Clickstream Scratch Programming Big data Programació (Ordinadors) -- Ensenyament universitari Àrees temàtiques de la UPC::Informàtica::Programació Àrees temàtiques de la UPC::Ensenyament i aprenentatge::TIC's aplicades a l'educació |
| Sumario: | The construction of knowledge through computational practice requires to teachers a substantial amount of time and effort to evaluate programming skills, to understand and to glimpse the evolution of the students and finally to state a quantitative judgment in learning assessment. The field of learning analytics has been a common practice in research since last years due to their great possibilities in terms of learning improvement. Both, Big and Small data techniques support the analysis cycle of learning analytics and risk of students’ failure prediction. Such possibilities can be a strong positive contribution to the field of computational practice such as programming. Our main objective was to help teachers in their assessments through to make those possibilities effective. Thus, we have developed a functional solution to categorize and understand students’ behavior in programming activities based in Scratch. Through collection and analysis of data generated by students’ clicks in Scratch, we proceed to execute both exploratory and predictive analytics to detect patterns in students’ behavior when developing solutions for assignments. We concluded that resultant taxonomy could help teachers to better support their students by giving real-time quality feedback and act before students deliver incorrectly or at least incomplete tasks. |
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