New Pub: Two Peer Commentaries on Aligning the Goals of Learning Analytics with its Research Scholarship

New Pub: Two Peer Commentaries on Aligning the Goals of Learning Analytics with its Research Scholarship

Commentary, General education, Learning Analytics, Open access
To promote cross-community dialogue on matters of significance within the field of learning analytics (LA), the editors-in-chief of the Journal of Learning Analytics (JLA) have introduced a section for papers that are open to peer commentary. The first submission that was open to peer commentary is “A LAK of Direction: Misalignment Between the Goals of Learning Analytics and its Research Scholarship” by Motz et al. (2023) in which the authors compare the current state of research with the definition of learning analytics by reviewing research published in the past three years in LAK and JLA. Their aim is to answer the question: Is the learning analytics community doing what it set out to do, i.e. understand and optimise learning? Two of the peer commentaries submitted in response to this article are…
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New publication: Use of digital self-control tools in higher education

New publication: Use of digital self-control tools in higher education

Empirical Study, Higher Education, Open access, Publication, Research topic, Self-Regulation, Target group
Digital Self-Control Tools in Higher Education: A Dive into Effectiveness and Perception While the accessibility to information and the myriad of online learning resources offer a wealth of benefits, the potential for distraction can hinder academic progress. Addressing this paradox, our educational technologies research group has delved into the realm of digital self-control tools (DSCTs) to better understand their utilization, effectiveness, and perception among higher education students. Our findings have been published in the article "Use of digital self-control tools in higher education – a survey study" in the  journal "Education and Information Technologies". A widespread issue among students today is the struggle between immediate gratification and the pursuit of long-term academic goals. Distractions such as social media browsing and video watching can often compete with essential study time. The…
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New pub: Why You Should Give Your Students Automatic Process Feedback on Their Collaboration

New pub: Why You Should Give Your Students Automatic Process Feedback on Their Collaboration

Computer-supported collaborative learning, Conference, Feedback, Higher Education, Journal, Learning Analytics
In the ever-changing landscape of education, innovation is the key to ensuring that every student has access to quality learning experiences. A transformative approach is Computer-Supported Collaborative Learning (CSCL), in which enables students to harness the power of teamwork to achieve learning outcomes that often exceed those they could reach individually. One of the strengths of CSCL is that it can give participant feedback on the quality of their collaborative work. This feedback not only aids individual growth but also enhances the group's overall dynamic. Traditionally, providing such feedback was a manual and time-intensive task, making it impractical for larger classes or scalable education programs. That's where this newly published paper comes into play. CSCL The paper “Why You Should Give Your Students Automatic Process Feedback on Their Collaboration: Evidence…
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New Publication: Contextualized Logging of On-Task and Off-Task Behaviours During Learning

New Publication: Contextualized Logging of On-Task and Off-Task Behaviours During Learning

Journal, Open access, Publication, Report, Technical paper
We are happy to announce the publication of our latest research paper that delves into the intricate relationship between digital media usage and the learning experience. The paper addresses key challenges related to monitoring on-task and off-task behavior and suggests innovative solutions for a more effective and ethical study of learners' media habits.Traditionally, researchers have faced a myriad of challenges in accurately gauging how students utilize digital media while learning. Self-reported data often suffer from issues like faulty memory, subjective perceptions, and bias. Understanding whether digital media use enhances or hinders the learning experience is an incredibly complex issue. We identified and addressed four core challenges in logging digital media use during learning: The logging system must only be active during the learning period to capture relevant data. Data collection…
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New Pub: How well does teacher education prepare for teaching with technology?

New Pub: How well does teacher education prepare for teaching with technology?

Competence development, Digitalisation, Empirical Study, Higher Education, Journal, Open access, Publication
Despite large-scale investments into the technological infrastructure of K-12 education, research has repeatedly shown that many teachers lack the expertise to effectively incorporate technology into classroom teaching. To support teachers in this, there is a need to understand how and when the relevant knowledge develops during teacher training. To this end, Joshua Weidlich and Marco Kalz conducted a study at Heidelberg University of Education, sampling prospective teachers (N = 526) and analyzing their self-reported technological pedagogical content knowledge (TPACK) across the seven dimensions of the framework. Specifically, they assessed (1) the extent to which students more advanced in their studies reported higher TPACK, (2) the effect of gender on these trajectories, and (3) the potential role of curricular cornerstones of the teacher education program. Regarding (1), they found that not…
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New pub: Fostering children’s acceptance of educational apps

New pub: Fostering children’s acceptance of educational apps

Journal, Learning Design, School, Self-Regulation
In the field of educational applications (apps), the focus has shifted from mere functionality to creating enjoyable and beneficial learning experiences for children. A recently published article sheds light on the influence of redesigning a mobile learning activity in an app to enhance its appeal and usefulness to young learners. By exploring the relationship between children's enjoyment, intention to use and the incorporation of emojis, this study provides valuable insights into optimizing educational apps. The study involved 103 children aged 9 to 14 years, who participated in a 27-day exploration of a mobile learning app. The objective was to determine how different learning activities influenced children's intention to use the app. The researchers revamped a traditional learning activity, replacing it with an emoji-based representation of learning plans. Two other standard…
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Workshop @ JTELSS – “We can’t stop communicating – AI can help us to use this data for education”

Workshop @ JTELSS – “We can’t stop communicating – AI can help us to use this data for education”

Summer School, Workshop
At the 17th EATEL Summer School on Technology-Enhanced Learning (JTELSS 2023) in La Manga, Spain, Nina Mouhammad and Stefan Hummel conducted the workshop "We can't stop communicating - AI can help us to use this data for education." The workshop emphasized the importance of incorporating both verbal and nonverbal communication signals in technology-enhanced learning applications. Various examples highlighting successful implementations were discussed. The participants were divided into two groups to explore nonverbal and verbal communication, respectively. After engaging discussions, interactions and also prototype testing, the groups swapped to gain insights from both perspectives. To conclude the workshop on a creative note, participants formed small groups and designed either the worst presentation skills training app imaginable or a product box for a presentation skills training robot. This exercise sparked laughter while…
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New pub: Measuring Collaboration Quality Through Audio Data and Learning Analytics

New pub: Measuring Collaboration Quality Through Audio Data and Learning Analytics

Book chapter, Computer-supported collaborative learning, Learning Analytics, Multimodal Learning Analytics
In the rapidly evolving twenty-first century, collaboration stands as a vital skill. Recognizing its significance, the detection of collaboration quality can play a pivotal role in fostering effective teamwork. This newly published chapter dives into the realm of collaboration quality detection and measurement, aiming to achieve the following objectives: Defining collaboration quality by leveraging audio data and unobtrusive learning analytics measures. Detailing the design of a sensor-based setup specifically tailored for automatic collaboration analytics. Advancing the quantification of collaboration quality through the utilization of this setup and presenting the analysis using insightful visualizations. Moreover, the chapter delves into the challenges and issues at hand while exploring potential solutions that build upon existing research. To elucidate the various objectives, the terminology of "indicators" (i.e., the events) and "indexes" (i.e., the process)…
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New pub: Lernpfade in adaptiven und künstlich-intelligenten Lernprogramme

New pub: Lernpfade in adaptiven und künstlich-intelligenten Lernprogramme

Artificial Intelligence, Book chapter, Learning Analytics, Research Methods
In this newly published book chapter, the authors delve into the comparison between interactive, adaptive and artificially intelligent learning programs. While adaptive and AI-based applications offer promising potential, they face greater complexity in their development and have yet to fully establish themselves. To evaluate the prospects of these technologies, their respective capabilities are explored. Adaptive learning programs prove effective in skill acquisition, while AI-based solutions shine in cases where an explicit expertise model is challenging to articulate. The didactic and pedagogical challenges that lie ahead for AI-based learning applications are also highlight. By examining these factors, valuable insights are gained into the landscape of advanced learning technologies and their future implications. Reference: Kerres, M., Buntins, K., Buchner, J., Drachsler, H., & Zawacki-Richter, O.. (In Press). Lernpfade in adaptiven und künstlich-intelligenten…
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New pub: Evaluating the Impact of FoLA on Learning Analytics Knowledge Creation

New pub: Evaluating the Impact of FoLA on Learning Analytics Knowledge Creation

Journal, Learning Analytics, Learning Design, Publication, Research Methods, Research topic, Special Issue
Learning analytics provides opportunities to improve the design of learning activities by supplying information on the effects of different learning approaches. Despite the existence of design methods that aim to facilitate the incorporation of learning analytics into learning design, there is a lack of research assessing their efficacy. This study aims to evaluate the effectiveness of the FoLA2 method. In higher education settings, sixty participants utilized the FoLA2 method to develop fourteen learning activities. To gauge the impact, participants completed a technology acceptance test before and after each session. Furthermore, researchers analyzed audio recordings of the sessions using epistemic network analysis to gain insights into the discussions regarding learning analytics and the creation of enhanced learning activities. The results from both the technology acceptance test and the epistemic network analysis…
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