Authors:
Dynil Duch
1
;
2
;
Madeth May
1
and
Sébastien George
1
Affiliations:
1
LIUM, Le Mans Université, 72085 Le Mans, Cedex 9, France
;
2
Institute of Digital Research & Innovation, Cambodia Academy of Digital Technology, Phnom Penh, Cambodia
Keyword(s):
Learning Analytics, Student Performance, Reflective Tools, Data Indicators, Data Visualization, Predictive Learning, Empowering Students, Learning Patterns, Learning Behavior, Educational Dashboards.
Abstract:
The surge in online education has accentuated the importance of practical Learning Analytics (LA) tools, traditionally designed to support educators. In the meantime, a notable gap exists in empowering students directly through user progress insights and reflective components. This paper presents our research effort in designing a novel approach: a Self-reflective Tool (SRT) with data indicators on student performance designed to actively engage students in their learning journey. Our research explores the landscape of existing LA tools, pinpointing the lack of technological supports for students, and the limitations in empowering students. The methodology involves data extraction, and a comparative analysis of classifiers to predict student performance (SP). Our reflective tool is therefore built, not only to support students in their learning activities, but also to provide them with a more relevant assistance according to their SP. Surveys are made to assess our proposal of SRT. T
he findings illustrate how students perceive it and how SRT oriented data indicators increase awareness, regulation, and motivation of individual learning patterns. Our qualitative analysis also demonstrates a positive correlation between student engagement with the reflective tool and improvements in academic outcomes. This research contributes to the discourse on LA by emphasizing the importance of reflective tools for students in Metacognition Online Learning Environments (MOLE), providing valuable insights for future developments in student-centric approaches to education.
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