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Learning Analytics to Determine Profile Dimensions of Students Associated with Their Academic Performance
(2022)
Gonzalez-Nucamendi, Andres
;
Noguez, Julieta
;
Neri, Luis
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Robledo-Rella, Víctor
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García-Castelán, Rosa María Guadalupe
With the recent advancements of learning analytics techniques, it is possible to build predictive models of student academic performance at an early stage of a course, using student’s self-regulation learning and affective strategies (SRLAS), and their multiple intelligences (MI). This process can be conducted to determine the most important factors that lead to good academic performance. A quasi-experimental study on 618 undergraduate students was performed to determine student profiles based on these two constructs: MI and SRLAS. After calibrating the students’ profiles, learning analytics techniques were used to study the relationships among the dimensions defined by these constructs and student academic performance using principal component analysis, clustering patterns, and regression and correlation analyses. The results indicate that the logical-mathematical intelligence, intrinsic motivation, and self-regulation have a positive impact on academic performance. In contrast, anxiety and dependence on external motivation have a negative effect on academic performance. A priori knowledge of the characteristics of a student sample and its likely behavior predicted by the models may provide both students and teachers with an early-awareness alert that can help the teachers in designing enhanced proactive and strategic decisions aimed to improve academic performance and reduce dropout rates. From the student side, knowledge about their main academic profile will sharpen their metacognition, which may improve their academic performance.
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The influence of the use the gamification to improve academic performance in high school students
(IATED Academy, 2018)
Villegas Aguilera, Brenda
;
Alvarado Martínez, Elizabeth
;
Society today is faced with a number of changes that have developed from the incorporation of new information and communication technologies, digital applications and social networks, which have been used each time more easily and frequently by people of all ages and social strata. This has led to that within the formal education, mainly at the high school, consider the possibility of integrating technological tools in educational plans and programs in order to generate greater innovation and respond to the needs of the new learners. For the development of the present investigation is considered necessary the search of learning and teaching strategies based on the new educational trends, such as the Gamification, in order to promote behaviors and habits that lead students to the development of competences and improve academic outcomes. In addition, it is intended to know the influence of the use of the Gamification to improve the academic performance of high school students. In order to develop the present study, we will make use of the Inventory of Learning Strategies and Study (Fernández Liporace, Alvarez & Uriel, 2010) which will help in obtaining the desired information. The question is: how does the use of the Gamification will contribute to the improvement of the academic performance? For which, it will be necessary to consider the partial evaluations and activities gamified that were implemented during the academic period from August to December 2017. ©2018 INTED2018 Proceedings
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