Addressing learner issues with StepUp!: an evaluation
Addressing learner issues with StepUp!: an evaluation
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使用 StepUp! 解决学习者问题：评估
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
E. Duval
中科院分区：
文献类型：
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作者：
José Luís Santos;K. Verbert;Sten Govaerts;E. Duval
本文报告了我们关于使用学习分析仪表板来支持学习者的意识、自我反思、意义建构和影响的研究。到目前为止，很少有研究与学生一起评估此类仪表板并评估其对学习的影响。在本文中，我们介绍了名为 StepUp! 的仪表板评估研究的结果，以及它解决学生问题和需求的程度。通过与学生的头脑风暴会议，我们确定了学习问题和需求并确定了优先顺序。第二步，我们部署了 StepUp！在一个月的时间里，我们评估了我们的仪表板在多大程度上解决了之前在不同课程中发现的问题和需求。结果表明，与单独研究不同主题的学生相比，我们的工具对小组学习和共享主题的学生具有更大的影响力。
This paper reports on our research on the use of learning analytics dashboards to support awareness, self-reflection, sensemaking and impact for learners. So far, little research has been done to evaluate such dashboards with students and to assess their impact on learning. In this paper, we present the results of an evaluation study of our dashboard, called StepUp!, and the extent to which it addresses issues and needs of our students. Through brainstorming sessions with our students, we identified and prioritized learning issues and needs. In a second step, we deployed StepUp! during one month and we evaluated to which extent our dashboard addresses the issues and needs identified earlier in different courses. The results show that our tool has potentially higher impact for students working in groups and sharing a topic than students working individually on different topics.