Learning Analytics of the Relationships among Knowledge Constructions, Self-regulated Learning, and Learning Performance
Learning Analytics of the Relationships among Knowledge Constructions, Self-regulated Learning, and Learning Performance
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知识建构、自我调节学习和学习绩效之间关系的学习分析
DOI：
10.1109/tale52509.2021.9678920
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
M.
中科院分区：
文献类型：
--
作者：
Hao;H.;Geng,X.;Chen;L.,. Shimada;A.;and Yamada;M.
根据先前的研究，概念图对于认知学习工具方面的自我调节学习（SRL）和学习绩效的增强具有积极作用。然而，知识建构状态、学习行为、心理状态和学习绩效之间的关系尚未得到明确的研究。学习分析（LA）可以在解决收集学习行为的问题中发挥重要作用。本研究旨在使用 LA 方法调查它们之间的关系。结果表明，检测到七种知识构建类型，知识构建类型在绩效上存在显着差异，尽管在Tukey事后分析中没有显着差异。此外，知识图谱聚类与讨论、SRL的一些因素（例如陈述性知识、监控）以及一些学习行为（例如添加标记、备忘录和红色标记）之间存在显着的相关性。
The concept map has a positive effect on the enhancement of self-regulated learning (SRL) and learning performance in terms of cognitive learning tools, according to previous research. However, the relationships between knowledge construction state, learning behaviors, psychological state, and learning performance have not been clearly investigated. Learning analytics (LA) can play an important role in addressing the issue of collecting learning behaviors. This study aims to investigate the relationships between them, using the LA approach. The results indicated that seven knowledge construction types were detected, and knowledge construction type had significant differences in performance, albeit no significant differences in the Tukey post-hoc analyses. Moreover, there is a significant correlation between knowledge map cluster and discussion, some of the factors of SRL (e.g., declarative knowledge, monitoring), and some learning behaviors, such as adding marker, memo, and red marker.