分类
分类学(生物学)
过程(计算)
数据科学
计算机科学
透视图(图形)
知识管理
领域(数学分析)
管理科学
人工智能
工程类
数学
植物
生物
操作系统
数学分析
作者
Thiemo Wambsganß,Anuschka Schmitt,Thomas Mahning,Anja Ott,Sigita Soellner,Ngoc Anh Ngo,Jerome Geyer‐Klingeberg,Janina Nakladal,Jan Marco Leimeister
摘要
Educational process mining (EPM) offers new possibilities to discover, monitor, improve, or predict students’ learning processes using data about their learning activities captured in technology-mediated information systems (IS). Although EPM has recently attracted considerable research interest, there is still limited shared knowledge about the distinctive design characteristics of EPM from an integrative perspective. To address this gap, we conducted a systematic literature review to identify EPM characteristics. Building on a technology-mediated learning perspective, we develop a taxonomy that classifies EPM characteristics into four major categories (i.e., purpose, user, input, analysis). We evaluate and refine our taxonomy with ten domain experts, identified three clusters in the reviewed literature, and derived six archetypes of EPM scenarios based on our categorization. Finally, we formulate a novel research agenda to guide researchers in systematizing and synthesizing research on different technological embeddings of EPM in a students’ learning process.
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