数据驱动下的在线学习状态分析模型及应用研究
|
摘要
学习状态是决定学习者在线学习效果的重要指标。针对在线学习中学习者学习状态的测量方法,探究学习者的学习状态与学习行为之间的关系,可以为教师、学习者和教育管理者提供评估、预测与干预的依据。基于"云平台"上269名学习者的12912条在线学习操作数据,构建数据驱动的学习状态分析模型,对投入、挫折、困惑、分心四种学习状态的行为特征进行了分析。其精确度和科恩的一致性的结果表明:机器分析结果与自我报告结果一致性较高,具有一定参考性。对其的进一步应用研究结果表明:学习者的学习状态与其学习效果显著相关,这为基于学习者学习行为数据的状态分析研究提供了参考。
Learning state is a determinate factor of students online learning. Aimed at analyzing the relationship among learn-ing state, learning efficiency and learning behavior, this study constructs a measurement model of four learning states with the decision tree method: engagement, frustration, confusion and off-task, and verifies its effectiveness based on 12912 online learning operations from 269 students on the "Cloud Class" to provide evidence for teachers, learners and educational managers to evaluate,predict and intervene. The accuracy and kappa verified the consistency between the results of this analysis method and self-report in analyzing students' learning state. Further application results demonstrated that learners ' learning state is significantly correlated with their learning effectiveness. This study provides a reference for learners ' state analysis based on their learning data.
Learning state is a determinate factor of students online learning. Aimed at analyzing the relationship among learn-ing state, learning efficiency and learning behavior, this study constructs a measurement model of four learning states with the decision tree method: engagement, frustration, confusion and off-task, and verifies its effectiveness based on 12912 online learning operations from 269 students on the "Cloud Class" to provide evidence for teachers, learners and educational managers to evaluate,predict and intervene. The accuracy and kappa verified the consistency between the results of this analysis method and self-report in analyzing students' learning state. Further application results demonstrated that learners ' learning state is significantly correlated with their learning effectiveness. This study provides a reference for learners ' state analysis based on their learning data.
引文
[1]张思,刘清堂,雷诗捷,等.网络学习空间中学习者学习投入的研究---网络学习行为的大数据分析[J].中国电化教育,2017(04):24-30+40.
[2]Rodrigo M M T,Baker R S,Jadud M C,Amarra A C M,Dy T,Espejo-Lahoz M B V,Lim S A L,Pascua S A M S,Sugay J O,Tabanao E S.Affective and behavioral predictors of novice programmer achievement[C]//In Proceedings of the 14th ACM-SIGCSE Annual Conference on Innovation and Technology in Computer Science Education,2009:156-160.
[3]胡敏.在线学习中学生参与度模型及应用研究[D].武汉:华中师范大学,2015.
[4]Marjani M,Nasaruddin F,Gani A,Karim A,Hashem I A T,Siddiqa A,Yaqoob I.Big IoT data analytics:architecture,opportunities,and open research challenges.IEEE Access,2017,5:5247-5261.
[5]张渝江.K-12:数据不是目的,应用才是关键[J].上海教育,2013(17):23-26.
[6]教育部关于印发《教育信息化“十三五”规划》的通知[EB/OL].[2016-12-05].http://www.moe.gov.cn/srcsite/A16/s3342/201606/t20160622_269367.html.
[8]方海光,罗金萍,陈俊达,等.基于教育大数据的量化自我MOOC自适应学习系统研究[J].电化教育研究,2016(11):38-42+92.
[9][26][34]Baker R S J,D’Mello S K,Rodrigo M M T,et al.Better to be frustrated than bored:The incidence,persistence,and impact of learners’cognitive-affective states during interactions with three different computer-based learning environments[J].International Journal of Human-Computer Studies,2010,68(4):223-241.
[10]Kintsch W.Learning from text,levels of comprehension,or:Why anyone would read a story anywa[J].Poetics,1980,9(1):87-98.
[11]Wang Z,Bergin C,Bergin D A.Measuring engagement in fourth to twelfth grade classrooms:The classroom engagement inventory[J].School Psychology Quarterly,2014,29(4):517.
[12]Shernoff D J.Optimal learning environments to promote student engagement[J].Advancing Responsible Adolescent Development,2013.
[13]Halverson L R.Conceptualizing blended learning engagement[D].Utah:Brigham Young University,2016.
[14]Zhen R,Liu R D,Ding Y,et al.The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students[J].Learning and Individual Differences,2017,54:210-216.
[15]Tan M,Hew K F.Incorporating meaningful gamification in a blended learning research methods class:Examining student learning,engagement,and affective outcomes[J].Australasian Journal of Educational Technology,2016,32(5).
[16]Lu J,Churchill D.The effect of social interaction on learning engagement in a social networking environment[J].Interactive Learning Environments,2014,22(4):401-417.
[17]Blasco-Arcas L,Buil I,Hernández-Ortega B,et al.Using clickers in class.The role of interactivity,active collaborative learning and engagement in learning performance[J].Computers&Education,2013,62:102-110.
[18]李海艳.远程学习者学习状态探微[J].中国远程教育,2009(03):44-47+80.
[19]郑勤华,陈耀华,孙洪涛,等.基于学习分析的在线学习测评建模与应用---学习者综合评价参考模型研究[J].电化教育研究,2016(09):33-40.
[20]牟智佳,武法提,乔治·西蒙斯.国外学习分析领域的研究现状与趋势分析[J].电化教育研究,2016(04):18-25.
[21]李彤彤,黄洛颖,邹蕊,等.基于教育大数据的学习干预模型构建[J].中国电化教育,2016(06):16-20.
[22]刘清堂,张思,范桂林,等.教育大数据视角下的内容语义分析模型及应用研究[J].电化教育研究,2017(01):54-61+93.
[23]张琪,武法提.学习分析中的生物数据表征---眼动与多模态技术应用前瞻[J].电化教育研究,2016(09):76-81+109.
[24]Ekman P.An argument for basic emotions[J].Cognition&Emotion,1992,6(3-4):169-200.
[25]Picard R W,Picard R.Affective computing[M].Cambridge:MITpress,1997.
[27]Pardos Z A,Baker R S J D,San Pedro M O C Z,et al.Affective states and state tests:Investigating how affect throughout the school year predicts end of year learning outcomes[C]//Proceedings of the Third International Conference on Learning Analytics and Knowledge.ACM,2013:117-124.
[28]Siemens G.Learning and knowledge analytics-Knewton-the future of education?[EB/OL].[2011-04-17].http://www.learning-analytics.net/?p=126.
[29]Elias T.Learning analytics:Definitions,processes and potential[J].Learning,2011,(23):134-148.
[30]刘清堂,王洋,雷诗捷,等.教育大数据视角下的学习分析应用研究与思考[J].远程教育杂志,2017(03):71-77.
[31]Siemens G,Gasevic D,Haythornthwaite C,et al.Open learning analytics:An integrated&modularized platform[J].Society for Learning Analystics Research,2011,8:2-18.
[32]Wiebe E N,Lamb A,Hardy M,et al.Measuring engagement in video game-based environments:Investigation of the user engagement scale[J].Computers in Human Behavior,2014,32:123-132.
[33][34][35]Yang Wang.学生网络学习状态自评表[DB/OL].[2017-04-25].https://www.rcampus.com/rubricshowc.cfm?code=QX86624&sp=true&nocache=1494990037037.
[2]Rodrigo M M T,Baker R S,Jadud M C,Amarra A C M,Dy T,Espejo-Lahoz M B V,Lim S A L,Pascua S A M S,Sugay J O,Tabanao E S.Affective and behavioral predictors of novice programmer achievement[C]//In Proceedings of the 14th ACM-SIGCSE Annual Conference on Innovation and Technology in Computer Science Education,2009:156-160.
[3]胡敏.在线学习中学生参与度模型及应用研究[D].武汉:华中师范大学,2015.
[4]Marjani M,Nasaruddin F,Gani A,Karim A,Hashem I A T,Siddiqa A,Yaqoob I.Big IoT data analytics:architecture,opportunities,and open research challenges.IEEE Access,2017,5:5247-5261.
[5]张渝江.K-12:数据不是目的,应用才是关键[J].上海教育,2013(17):23-26.
[6]教育部关于印发《教育信息化“十三五”规划》的通知[EB/OL].[2016-12-05].http://www.moe.gov.cn/srcsite/A16/s3342/201606/t20160622_269367.html.
[8]方海光,罗金萍,陈俊达,等.基于教育大数据的量化自我MOOC自适应学习系统研究[J].电化教育研究,2016(11):38-42+92.
[9][26][34]Baker R S J,D’Mello S K,Rodrigo M M T,et al.Better to be frustrated than bored:The incidence,persistence,and impact of learners’cognitive-affective states during interactions with three different computer-based learning environments[J].International Journal of Human-Computer Studies,2010,68(4):223-241.
[10]Kintsch W.Learning from text,levels of comprehension,or:Why anyone would read a story anywa[J].Poetics,1980,9(1):87-98.
[11]Wang Z,Bergin C,Bergin D A.Measuring engagement in fourth to twelfth grade classrooms:The classroom engagement inventory[J].School Psychology Quarterly,2014,29(4):517.
[12]Shernoff D J.Optimal learning environments to promote student engagement[J].Advancing Responsible Adolescent Development,2013.
[13]Halverson L R.Conceptualizing blended learning engagement[D].Utah:Brigham Young University,2016.
[14]Zhen R,Liu R D,Ding Y,et al.The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students[J].Learning and Individual Differences,2017,54:210-216.
[15]Tan M,Hew K F.Incorporating meaningful gamification in a blended learning research methods class:Examining student learning,engagement,and affective outcomes[J].Australasian Journal of Educational Technology,2016,32(5).
[16]Lu J,Churchill D.The effect of social interaction on learning engagement in a social networking environment[J].Interactive Learning Environments,2014,22(4):401-417.
[17]Blasco-Arcas L,Buil I,Hernández-Ortega B,et al.Using clickers in class.The role of interactivity,active collaborative learning and engagement in learning performance[J].Computers&Education,2013,62:102-110.
[18]李海艳.远程学习者学习状态探微[J].中国远程教育,2009(03):44-47+80.
[19]郑勤华,陈耀华,孙洪涛,等.基于学习分析的在线学习测评建模与应用---学习者综合评价参考模型研究[J].电化教育研究,2016(09):33-40.
[20]牟智佳,武法提,乔治·西蒙斯.国外学习分析领域的研究现状与趋势分析[J].电化教育研究,2016(04):18-25.
[21]李彤彤,黄洛颖,邹蕊,等.基于教育大数据的学习干预模型构建[J].中国电化教育,2016(06):16-20.
[22]刘清堂,张思,范桂林,等.教育大数据视角下的内容语义分析模型及应用研究[J].电化教育研究,2017(01):54-61+93.
[23]张琪,武法提.学习分析中的生物数据表征---眼动与多模态技术应用前瞻[J].电化教育研究,2016(09):76-81+109.
[24]Ekman P.An argument for basic emotions[J].Cognition&Emotion,1992,6(3-4):169-200.
[25]Picard R W,Picard R.Affective computing[M].Cambridge:MITpress,1997.
[27]Pardos Z A,Baker R S J D,San Pedro M O C Z,et al.Affective states and state tests:Investigating how affect throughout the school year predicts end of year learning outcomes[C]//Proceedings of the Third International Conference on Learning Analytics and Knowledge.ACM,2013:117-124.
[28]Siemens G.Learning and knowledge analytics-Knewton-the future of education?[EB/OL].[2011-04-17].http://www.learning-analytics.net/?p=126.
[29]Elias T.Learning analytics:Definitions,processes and potential[J].Learning,2011,(23):134-148.
[30]刘清堂,王洋,雷诗捷,等.教育大数据视角下的学习分析应用研究与思考[J].远程教育杂志,2017(03):71-77.
[31]Siemens G,Gasevic D,Haythornthwaite C,et al.Open learning analytics:An integrated&modularized platform[J].Society for Learning Analystics Research,2011,8:2-18.
[32]Wiebe E N,Lamb A,Hardy M,et al.Measuring engagement in video game-based environments:Investigation of the user engagement scale[J].Computers in Human Behavior,2014,32:123-132.
[33][34][35]Yang Wang.学生网络学习状态自评表[DB/OL].[2017-04-25].https://www.rcampus.com/rubricshowc.cfm?code=QX86624&sp=true&nocache=1494990037037.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |