学生参与度
学习分析
社会网络分析
社交网络(社会语言学)
可视化
心理学
实证研究
经验证据
公众参与
认知
计算机科学
知识管理
数学教育
社会化媒体
数据科学
万维网
公共关系
认识论
哲学
人工智能
神经科学
政治学
作者
Fan Ouyang,Si Chen,Liang Xu
摘要
Abstract Social learning analytics (SLA) tools are designed to visually demonstrate online discussions with a goal to foster student engagement. However, empirical studies indicate controversial results of the effect of SLA tools on student engagement. This design‐based research designs a student‐facing SLA tool to demonstrate discussions from three perspectives and further uses mixed methods to investigate the effects of the tool. Results indicate the tools have positive influences on increasing student social‐cognitive engagement. The social network visualization has positive influences on both socially active and inactive students; it particularly increases peripheral students' social engagement. The topic network visualization improves all students' perspective expressions, indicating that demonstrating students' interested topics may increase cognitive engagement. The cognitive network visualization triggers students' information sharing, which is considered as the beginning of online engagement development. Based on the results, this research proposes integrated implications by considering learning theory, pedagogical supports and tool development. Practitioner notes What is already known about this topic SLA tools are designed to turn learning data into actionable insights of student engagement. Network‐oriented, content‐oriented and process‐oriented analytics are three major approaches. Extant empirical studies indicate controversial results of the effect of SLA tools on student engagement. What this paper adds This research designs a SLA tool to demonstrate student engagement via three network visualizations. This research uses mixed methods to examine students' social‐cognitive engagement. Results show that the designed SLA tools have positive influences on increasing students' engagement. Implications for practice and/or policy Design of SLA tools needs to consider learner agency, disposition and characteristic in the local context. Instructors should deliberately guide students reflect on the information demonstrated in the SLA tool. Future SLA design should make integrate multiple analytic results to reflect engagement in varied ways.
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