Penetrating the black box of time-on-task estimation
Penetrating the black box of time-on-task estimation
复制标题
穿透任务时间估计的黑匣子
DOI：
10.1145/2723576.2723623
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
M. Hatala
中科院分区：
文献类型：
--
作者：
V. Kovanović;D. Gašević;S. Dawson;Srećko Joksimović;R. Baker;M. Hatala
任何形式的学习都需要时间。有大量的研究表明，花在学习上的时间可以提高学习的质量，如学习成绩所示。学习管理系统（LMS）等学习技术的广泛采用，导致教育研究人员可以随时访问有关学生学习的大量数据。这些数据的一个常见用途是测量学生在不同学习任务上花费的时间（即，任务时间）。鉴于LMS系统通常仅捕获学生执行各种动作的时间，基于记录的跟踪数据估计任务时间测量。LMS跟踪数据已被广泛用于学习分析领域的许多研究中，但任务时间估计的问题很少被详细描述，它所带来的后果也没有得到充分的研究。本文介绍了一项研究的结果，研究了不同的时间对任务的估计方法的结果，通常采用的分析模型的影响。本文的主要目标是在更广泛的学习分析社区内提高对时间估计的准确性和适当性问题的认识，并就这一过程的挑战展开辩论。此外，本文还对教育和相关研究领域中的任务时间估计方法进行了概述。
All forms of learning take time. There is a large body of research suggesting that the amount of time spent on learning can improve the quality of learning, as represented by academic performance. The wide-spread adoption of learning technologies such as learning management systems (LMSs), has resulted in large amounts of data about student learning being readily accessible to educational researchers. One common use of this data is to measure time that students have spent on different learning tasks (i.e., time-on-task). Given that LMS systems typically only capture times when students executed various actions, time-on-task measures are estimated based on the recorded trace data. LMS trace data has been extensively used in many studies in the field of learning analytics, yet the problem of time-on-task estimation is rarely described in detail and the consequences that it entails are not fully examined. This paper presents the results of a study that examined the effects of different time-on-task estimation methods on the results of commonly adopted analytical models. The primary goal of this paper is to raise awareness of the issue of accuracy and appropriateness surrounding time-estimation within the broader learning analytics community, and to initiate a debate about the challenges of this process. Furthermore, the paper provides an overview of time-on-task estimation methods in educational and related research fields.