New Pub: Social Presence: Conceptualization and Measurement

New Pub: Social Presence: Conceptualization and Measurement

October 18, 2021
Empirical Study, Journal, Literature review, Publication
Social presence is an important and well-established construct for learning scenarios that make use of online-based technology to mediate learning activities and communication among students. Researchers and practitioners refer to social presence to better understand the socio-emotional dimension of these learning scenarios and/or improve the quality of the experience. However, many researchers in the past have pointed to the shaky foundation that is the conceptualization and measurement of social presence. In other words, there is no agreement on what social presence actually *is* and, consequently, how it should be measured. This makes it difficult to cumulatively build on prior research, possibly explaining the conflicting findings and the rather slow progress this field of research has been making. Our publication in Educational Psychology Review, authored by Karel Kreijns, Kate Xu, and…
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#Hackathon Game Design – Agenda (29.-31.10.2021)

#Hackathon Game Design – Agenda (29.-31.10.2021)

October 5, 2021
Augmented Reality, Conference, Empirical Study, Higher Education, Project, Team, Workshop
Agenda HackathonHier findet ihr die Agenda für das #Hackathon Wochenende zu AR-Game Design. Alle wichtigen Links & Infos für das gesamte Wochenende werden Euch vorher per Mail zugeschickt. Tag 1 - Freitag 29.10.2021 (15:00-20:00 Uhr) 15 Uhr Beginn des Hackathons Willkommen Dana Kube & EduTec TeamLecture: Was ist eure Challenge? Wie nutzt man AR Games im MINT-Schulunterricht? (Ala Al-saleh)Tutorial: Spiele & Entwicklungsumgebung (Onur Karademir)16 Uhr Klärung Aufgabenstellung & Team-Sessions bis 20 Uhr 20 Uhr Drinks & Games Socializing Event bis ca. 22 Uhr Tag 2 - Samstag 30.10.2021 (ab 10:00 Uhr) 10 Uhr Welcome back - Dana Kube & EduTec Team10:15 Uhr Team-Sessions, 15:00 Uhr kurzes Feedback im Plenum ab 15 Uhr (bis open End) Fertigstellung der Spiele-(Ideen) & Vorbereitung der Präsentation Tag 3 - Sonntag 31.10.2021 (10:00-12:30 Uhr) 10 Uhr Welcome back - Dana…
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New Pub: An exploratory latent class analysis of student expectations towards learning analytics services

New Pub: An exploratory latent class analysis of student expectations towards learning analytics services

June 29, 2021
Empirical Study, Higher Education, Open access, Publication
For service implementations to be widely adopted, it is necessary for the expectations of the key stakeholders to be considered. Failure to do so may lead to services reflecting ideological gaps, which will inadvertently create dissatisfaction among its users. Learning analytics research has begun to recognise the importance of understanding the student perspective towards the services that could be potentially offered; however, student engagement remains low. Furthermore, there has been no attempt to explore whether students can be segmented into different groups based on their expectations towards learning analytics services. In doing so, it allows for a greater understanding of what is and is not expected from learning analytics services within a sample of students. The current exploratory work addresses this limitation by using the three-step approach to latent class…
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Best Paper award @LAK21 – Quantum of Choice

Best Paper award @LAK21 – Quantum of Choice

April 16, 2021
Award, Conference, Empirical Study, Higher Education, Learning Analytics, Open access, Publication
Learning analytics dashboards (LADs) are designed as feedback tools for learners, but until recently, learners rarely have had a say in how LADs are designed and what information they receive through LADs. To overcome this shortcoming, we have developed a customisable LAD for Coursera MOOCs on which learners can set goals and choose indicators to monitor. Following a mixed-methods approach, we analyse 401 learners’ indicator selection behaviour in order to understand the decisions they make on the LAD and whether learner goals and self-regulated learning skills influence these decisions. We found that learners overwhelmingly chose indicators about completed activities. Goals are not associated with indicator selection behaviour, while help-seeking skills predict learners’ choice of monitoring their engagement in discussions and time management skills predict learners’ interest in procrastination indicators. The…
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Participate: Learn more about AR technology in STEM education in European schools in our online dissemination seminar on March 29

Participate: Learn more about AR technology in STEM education in European schools in our online dissemination seminar on March 29

February 22, 2021
Digitalisation, Empirical Study, Game, Press, Project, Publication
Learn more about AR4STE(A)M in our online seminar! Register here: ME1-Invitation Take a look at the latest trends and technologies used in STEM classes and the pedagogic strategies to make STE(A)M learning a fun experience with new possibilities to discover STE(A)M topics for students all over Europe. Prof. Dr. Hendrik Drachsler, Mrs. Anna Stamouli and Mrs. Dana Kube will guide you through the evening and will talk with you and the entire project team about the latest developments : AR4STEAM AGENDA See you soon & stay tuned, your AR4STE(A)M Team
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From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education

From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education

July 11, 2020
Empirical Study, Open access, Publication
Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: transparency of design, reference frames and support for action. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant…
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Towards Real-Time Multimodal Feedback with the CPR Tutor

Towards Real-Time Multimodal Feedback with the CPR Tutor

July 8, 2020
Conference, Empirical Study, Open access
We developed the CPR Tutor, a real-time multimodal feedback system for cardiopulmonary resuscitation (CPR) training. The CPR Tutor detects mistakes using recurrent neural networks for real-time time-series classification. From a multimodal data stream consisting of kinematic and electromyographic data, the CPR Tutor system automatically detects the chest compressions, which are then classified and assessed according to five performance indicators. Based on this assessment, the CPR Tutor provides audio feedback to correct the most critical mistakes and improve the CPR performance. To test the validity of the CPR Tutor, we first collected the data corpus from 10 experts used for model training. Hence, to test the impact of the feedback functionality, we ran a user study involving 10 participants. The CPR Tutor pushes forward the current state of the art of…
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Learning analytics in European higher education–trends and barriers

Learning analytics in European higher education–trends and barriers

May 21, 2020
Empirical Study, Publication
Learning analytics (LA) as a research field has grown rapidly over the last decade. However, adoption of LA is mostly found to be small in scale and isolated at the instructor level. This paper presents an exploratory study on institutional approaches to LA in European higher education and discusses prominent challenges that impede LA from reaching its potential. Based on a series of consultations with senior managers from 83 different higher education institutions in 24 European countries, we observe that LA is primarily perceived as a tool to enhance teaching and institutional management. As a result, teaching and support staff are found to be the main users of LA and the target audience of training support. In contrast, there is little evidence of active engagement with students or using LA…
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Tracking Patterns in Self-Regulated Learning Using Students’ Self-Reports and Online Trace Data

Tracking Patterns in Self-Regulated Learning Using Students’ Self-Reports and Online Trace Data

April 15, 2020
Empirical Study, Open access, Publication
For decades, self-report instruments – which rely heavily on students’ perceptions and beliefs – have been the dominant way of measuring motivation and strategy use. Event-based measures based on online trace data arguably has the potential to remove analytical restrictions of self-report measures. The purpose of this study is therefore to triangulate constructs suggested in theory and measured using self-reported data with revealed online traces of learning behaviour. The results show that online trace data of learning behaviour are complementary to self-reports, as they explained a unique proportion of variance in student academic performance. The results also reveal that self-reports explain more variance in online learning behaviour of prior weeks than variance in learning behaviour in succeeding weeks. Student motivation is, however, to a lesser extent captured with online trace…
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Open Learning Analytics Indicator Repository (OpenLAIR)

Open Learning Analytics Indicator Repository (OpenLAIR)

March 28, 2020
Empirical Study, Open access, Publication
Open Learning Analytics Indicator Repository in short OpenLAIR is a system whose frontend consists of a dashboard. This dashboard will provide an interface that filters out the list of indicators and their metrics that can be used for a particular activity. All our results will be based on the literature that we have conducted previously. Our dashboard will contain learning events, learning activities, indicators, and metrics. Where Learning Event is learning or teaching event occurs during a learner’s activity or a teacher’s activity. Leclercq and Poumay identified eight learning events: create, explore, practice, imitate, receive, debate, meta-learn, and experiment. (Learning) activity is an activity where an action that the learner does in an LMS environment, for example, posting, discussing, uploading, etc. (Duval, 2011). Usually, in the LMS environment, all these…
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