Category: Tag: Learning Analytics
Visual Process Analytics (VPA) is a data mining platform that supports research on student learning through using complex tools to solve complex problems. The complexity of this kind of learning activities of students entails complex process data (e.g….
Two time series and their cross-correlation functionsIn a previous post, I showed you what autocorrelation function (ACF) is and how it can be used to detect temporal patterns in student data. The ACF is the correlation of a signal with itself. We are …
Visual Process Analytics (VPA) is an online analytical processing (OLAP) program that we are developing for visualizing and analyzing student learning from complex, fine-grained process data collected by interactive learning software such as computer-a…
Technology allows us to record almost everything happening in the classroom. The fact that students’ interactions with learning environments can be logged in every detail raises the interesting question about whether or not there is any significant meaning and value in those data and how we can make use of them to help students and […]
Figure 1: Hypothetical student responses to an intervention. In the fourth issue this year, the International Journal of Engineering Education published our 19-page-long paper on the instructional sensitivity of computer-aided design (CAD) logs. This study was based on our Energy3D software, which supports students to learn science and engineering concepts and skills through creating sustainable […]
To celebrate 100 years of dazzling history of crystallography, the year of 2014 has been declared by UNESCO as the International Year of Crystallography. To this date, 29 Nobel Prizes have been awarded to scientific achievements related to crystallogra…
Figure 1The International Journal of Engineering Education published our paper (“A Time Series Analysis Method for Assessing Engineering Design Processes Using a CAD Tool”) on learning analytics and educational data mining for assessing student perform…
All educational research and assessment are based on inference from evidence. Evidence is constructed from learner data. The quality of this construction is, therefore, fundamentally important. Many educational measurements have relied on eliciting, analyzing, and interpreting students’ constructed responses to assessment questions. New types of data may engender new opportunities for improving the validity and […]