News

Guest scientist Andrea Zanellati

Guest scientist Andrea Zanellati

Artificial Intelligence, Team
We welcome Andrea Zanellati, who will be visiting the EduTec team at DIPF in Frankfurt until the mid of September. Andrea is a Doctoral Researcher in Data Science & Computation at the University of Bologna with a background as a math and physics teacher. His main interest is in the application of machine learning techniques to analyze educational data and enhance learning and teaching processes. During the first year of his doctoral activity, he mainly focused on the development of AI tools for the early detection of students at risk of school dropout or underachievement. This early-stage research highlights the urgency to design ad-hoc indicators to trace students’ learning and increase the explainability of AI tools for the educational field. Andrea has been attracted by the advanced experiences of our…
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Daniele Di Mitri becomes a fellow of the Johanna Quandt Young Academy

Daniele Di Mitri becomes a fellow of the Johanna Quandt Young Academy

Award
On Friday 29th of April, Dr Daniele Di Mitri has been awarded as a fellow of the Johanna Quandt Young Academy of Goethe University an organization that gathers early career researchers at Goethe University, TU Darmstadt, University of Mainz and collaborating institutes such as DIPF. The Johanna Quandt Young Academy is a  platform to share knowledge across disciplines and to learn about research approaches of other disciplines. It brings together young scientists and outstanding leaders of the international science community to debate about and generate new ideas and concepts for defined topics and formulate science-based solutions for the future development of society with the intention of forming a strong voice to impact university and global development through policy statements. The Award Ceremony featured welcome speeches by Prof. Dr Enrico Schleiff,…
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New Pub: Effects of Intelligent Tutoring Systems on Mathematics Achievement of Underachieving Students

New Pub: Effects of Intelligent Tutoring Systems on Mathematics Achievement of Underachieving Students

Conference, School
Rashmi Kazhanchi, an external PhD candidate supervised by prof Drachsler and Dr Di Mitri, has presented her latest publication Society for Information Technology & Teacher Education International Conference, Apr 11, 2022, in San Diego, CA, United States. The article titled: "Effects of Intelligent Tutoring Systems on Mathematics Achievement of Underachieving Students" Abstract The educational landscape has changed considerably in the past decade. The focus has shifted from using traditional teaching methods to integrating technology in today’s curricula. Much of the emphasis is on fostering 21st-century skills by using technology in new and innovative ways. Student engagement is a crucial component of learning. Intelligent Tutoring Systems (ITSs) are computer software that uses artificial intelligence to provide adaptive, customized learning based on students’ needs. This quasi-experimental research study explored the effect of…
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ALICE and AFLEK project meeting in Kiel

ALICE and AFLEK project meeting in Kiel

Project meeting
The digital teaching practice of the future: The integration of digital media in the classroom sometimes proves difficult and poses challenges for schools and teachers. To address these challenges, Educational Technologies researchers at the DIPF, together with educators from the IPN in Kiel, IWM and the RUB, launched the research projects of AFLEK and ALICE. The research projects aim to design mathematics, physics, chemistry, and biology teaching units and provide them with the best possible digital support. The DIPF team is responsible for the digital tools used in this context. In addition to a Learning Management System based on the Trusted Learning Analytics concept, interactive learning elements are created, and the teacher is given feedback on the level of knowledge using Learning Analytics. A particular focus of the ALICE project…
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New Pub: What Indicators Can I Serve You with? An Evaluation of a Research-Driven Learning Analytics Indicator Repository

New Pub: What Indicators Can I Serve You with? An Evaluation of a Research-Driven Learning Analytics Indicator Repository

Conference, Digitalisation, Learning Analytics, Learning Design, Publication
In recent years, Learning Analytics (LA) has become a very heterogeneous research field due to the diversity in the data generated by the Learning Management Systems (LMS) as well as the researchers in a variety of disciplines, who analyze this data from a range of perspectives. In this paper, we present the evaluation of a LA tool that helps course designers, teachers, students and educational researchers to make informed decisions about the selection of learning activities and LA indicators for their course design or LA dashboard. The aim of this paper is to present Open Learning Analytics Indicator Repository (OpenLAIR) and provide a first evaluation with key stakeholders (N=41). Moreover, it presents the results of the prevalence of indicators that have been used over the past ten years in LA.…
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New Pub: Analytics for Supporting Teaching Success in Higher Education: A Systematic Review

New Pub: Analytics for Supporting Teaching Success in Higher Education: A Systematic Review

Conference, Higher Education, Learning Analytics, Literature review, Publication
Learning analytics are utilized to support learners’ educational needs as well as to enhance their study success, for example, via the use of real-time prompts, motivational dashboards, and appropriate learning interventions, which have been shown to increase students’ academic performance as well as their course retention rates. Yet, the perspective of higher education teachers in utilizing analytics to help analyze, reflect on, and improve their teaching design prior to delivery as well as to monitor and measure how the students engaged withtheir learning processes has been less recognized. In this paper, we present the results of a systematic review conducted from higher education teachers’ perspective concerning how analytics can be deployed to adapt the curriculum to suit better students’ educational needs in order to increase their study success. Thirty-five key…
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Presentation about detecting off-task behavior during learning at the GEBF 2022

Presentation about detecting off-task behavior during learning at the GEBF 2022

Conference, Event, Higher Education, Learning Analytics, Research topic, Self-Regulation
On 09.03.2022, Daniel Biedermann gave a presentation on the topic of recognizing off-task behavior as part of the GEBF conference. The talk was part of the symposium on "Self-Regulation in Learning in Digital Environments: From Problems to Solutions". The talk presented the endeavor of using process data within a learning environment to detect and predict off-task behavior. Special attention was given to the challenges that arise when detecting off-task behavior. The same observed activity may be considered off-task in one case, but relevant to learning in another. Making this distinction requires a precise grasp of the context in which the observed behavior takes place. Aspects such as what phase of learning was someone in when another web page was accessed? Had the learning material already been processed? Or was the…
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Keynote at LERN Jahrestagung 2022

Keynote at LERN Jahrestagung 2022

Computational Psychometrics, Higher Education, Invited talk, Keynote, Learning Analytics, Learning Design, School
On 30 March 2022, Hendrik Drachsler gave an invited keynote at the LERN conference 2022 where he reported on the latest research on data-driven high informative feedback in higher education and schools. The talk focused on the experience of edutec.science research collective that has been gained in the projects DIFA, HIKOF-DL, AFLEK and ALICE. The presentation provided an overview of actionable and supportive feedback to learners as well as the various technical products that the EduTec group has developed. It, therefore, applies web technology to support meta-cognitive and collaborative learning skills with high-informative feedback methods. Hendrik applies validated measurement instruments from the field of psychometrics and investigates to what extent Learning Analytics interventions can reproduce the findings of these instruments. He discussed the lessons learned from implementing TLA systems. He…
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New Pub: Chapter in Learning Analytics Handbook 2022

New Pub: Chapter in Learning Analytics Handbook 2022

Higher Education, Learning Analytics
More and more higher education institutions have been making use of learning analytics in the last few years. But despite an increased funding and more research in the learning analytics domain, there is still a lack of systematic and large-scale implementations of learning analytics. In order to improve learning analytics adoption and to establish it sustainably, higher education institutions need to align learning analytics-related activities with their goals and visions. Their making us of data requires a set of guidelines and principles, i.e. a policy, that fits their context and speaks to all involved stakeholders. Only then can the effective and responsible use of learning analytics be ensured and will higher education institutions be truly able to establish learning analytics in a sustainable way. Reference: Scheffel, M., Tsai, Y.-S., Gašević,…
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New Pub: Towards Collaborative Convergence: Quantifying Collaboration Quality with Automated Co-located Collaboration Analytics

New Pub: Towards Collaborative Convergence: Quantifying Collaboration Quality with Automated Co-located Collaboration Analytics

Conference, Conference, Event, Higher Education, Learning Design, Multimodal Learning Analytics, Publication
Collaboration is one of the four important 21st-century skills. With the pervasive use of sensors, interest on co-located collaboration (CC) has increased lately. Most related literature used the audio modality to detect indicators of collaboration (such as total speaking time and turn taking). CC takes place in physical spaces where group members share their social (i.e., non-verbal audio indicators like speaking time, gestures) and epistemic space (i.e., verbal audio indicators like the content of the conversation). Past literature has mostly focused on the social space to detect the quality of collaboration. In this study, we focus on both social and epistemic space with an emphasis on the epistemic space to understand different evolving collaboration patterns and collaborative convergence and quantify collaboration quality. We conduct field trials by collecting audio recordings…
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