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Li, Shan; Huang, Xiaoshan; Wang, Tingting; Pan, Zexuan; Lajoie, Susanne P. – Journal of Learning Analytics, 2022
This study examines the temporal co-occurrences of self-regulated learning (SRL) activities and three types of knowledge (i.e., task information, domain knowledge, and metacognitive knowledge) of 34 medical students who solved two tasks of varying complexity in a computer-simulated environment. Specifically, we explored how task complexity…
Descriptors: Correlation, Metacognition, Task Analysis, Difficulty Level
Faucon, Louis; Olsen, Jennifer K.; Haklev, Stian; Dillenbourg, Pierre – Journal of Learning Analytics, 2020
In classrooms, some transitions between activities impose (quasi-)synchronicity, meaning there is a need for learners to move between activities at the same time. To make real-time decisions about when to move to the next activity, teachers need to be able to balance the progress of their students as they work at different paces. In this paper, we…
Descriptors: Classroom Techniques, Prediction, Learning Activities, Student Behavior
Khosravi, Hassan; Kitto, Kirsty; Williams, Joseph Jay – Journal of Learning Analytics, 2019
This paper presents a platform called RiPPLE (Recommendation in Personalised Peer-Learning Environments) that recommends personalized learning activities to students based on their knowledge state from a pool of crowdsourced learning activities that are generated by educators and the students themselves. RiPPLE integrates insights from…
Descriptors: Data Analysis, Learning Activities, Management Systems, Foreign Countries