Perceived Motivational Affordances: Capturing and Measuring Students' Sense-Making Around Visualizations of their Academic Achievement Information.

The efficacy of learning analytics is predicated on the validity of techniques used to uncover patterns about student learning and engagement, and the ways in which these patterns are communicated to various stakeholders. How students understand representations of their learning, and whether or not those representations motivate them in positive ways, is not well understood. This dissertation addresses this gap in the literature through two complementary studies. Study 1 utilizes qualitative interviews (n = 60) to investigate how students at-risk of college failure interpret visual representations of their potential academic achievement. Findings suggest an interplay between the information communicated by visualizations and students’ own inclinations towards the information they wished to see. Visualizations showing only the participants academic information, for example, evoked statements focused on personal growth from students when they interpreted the graphs. Visualizations that cast an individual student’s performance against the class average, however, evoked maladaptive responses. Study 2 designed and validated the Motivated Information-Seeking Questionnaire (MISQ) using a college student sample drawn from across the country (n = 551). The MISQ measures constructs that are parallel to mastery, performance-avoid, and performance approach goal orientations as theorized by Achievement Goal Theory. Confirmatory Factor Analysis (CFA) was used to internally validate the MISQ scales, resulting in validation of the performance-approach information-seeking (PAIS) and performance-avoid information-seeking (PVIS) dimensions. Results of external validation indicated that PVIS and PAIS were empirically distinguishable from performance-approach and performance-avoid achievement goal orientations. Multiple regression analysis supported the predictive power of PVIS and PAIS with regard to students’ emotional responses to certain types of visualizations and to what they attributed their success and/or failure, after controlling for relevant demographic characteristics. Taken together, these studies increase our knowledge of the various dimensions students use while interpreting visualizations, and uncovered tensions between what students want to see, versus what it might be more motivationally appropriate for them to see. Both studies suggest three maxims for the design and use of visualizations: 1) Never assume that more information is better; 2) Anticipate and mitigate against potential harm; and 3) Always suggest a way for students to grow.PhDEducation and PsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/133441/1/aguilars_1.pd

Business Intelligence, Analytics And Data Visualization: A Heat Map Project Tutorial

Business intelligence and analytics (BI&A) initiatives are helping countless organizations harness and interpret the vast amount of information available in the world today. The explosion of BI&A in industry has fueled the high demand for knowledge workers with advanced analytical skills. The purpose of this paper is to introduce a data visualization project tutorial for Information Systems (IS) education. The applied BI&A tutorial was designed to help students learn how to create and analyze a heat map using SQL Server Data Tools (SSDT) and SQL Server Reporting Services (SSRS). Students learn how to make decisions based on large amounts of data by presenting it in visual form. This tutorial exposes students to the decision-making power derived from data visualization. Utilizing the 5E Instructional Model, the tutorial assists in the development of BI&A professionals who can quickly make sense of mass amounts of data, identify trends buried within data sets, and are skilled in making sound decisions that add value to organizations

Towards Student Engagement Analytics: Applying Machine Learning to Student Posts in Online Lecture Videos

The use of online learning environments in higher education is becoming ever more prevalent with the inception of MOOCs (Massive Open Online Courses) and the increase in online and flipped courses at universities. Although the online systems used to deliver course content make education more accessible, students often express frustration with the lack of assistance during online lecture videos. Instructors express concern that students are not engaging with the course material in online environments, and rely on affordances within these systems to figure out what students are doing. With many online learning environments storing log data about students usage of these systems, research into learning analytics, the measurement, collection, analysis, and reporting data about learning and their contexts, can help inform instructors about student learning in the online context. This thesis aims to lay the groundwork for learning analytics that provide instructors high-level student engagement data in online learning environments. Recent research has shown that instructors using these systems are concerned about their lack of awareness about student engagement, and educational psychology has shown that engagement is necessary for student success. Specifically, this thesis explores the feasibility of applying machine learning to categorize student posts by their level of engagement. These engagement categories are derived from the ICAP framework, which categorizes overt student behaviors into four tiers of engagement: Interactive, Constructive, Active, and Passive. Contributions include showing what natural language features are most indicative of engagement, exploring whether this machine learning method can be generalized to many courses, and using previous research to develop mockups of what analytics using data from this machine learning method might look like

Reshaping the Museum of Zoology in Rome by Visual Storytelling and Interactive Iconography

This article summarizes the concept of a new immersive and interactive setting for the Zoology Museum in Rome, Italy. The concept, co-designed with all the museum’s curators, is aimed at enhancing the experiential involvement of the visitors by visual storytelling and interactive iconography. Thanks to immersive and interactive technologies designed by Centro Studi Logos, developed by Logosnet and known as e-REALâ and MirrorMeä, zoological findings and memoirs come to life and interact directly with the visitors in order to deepen their understanding, visualize stories and live experiences, and interact with the founder of the Museum (Mr. Arrigoni degli Oddi) who is now a virtualized avatar, or digital human, able to talk with the visitors. All the interactions are powered through simple hand gestures and, in a few cases, vocal inputs that transform into recognized commands from multimedia systems

Google Glass App for Displaying ASL Videos for Deaf Children – The Preliminary Race

Glass Vision 3D is a grant-funded project focused on the goal of developing and researching the feasibility & usability of a Google Glass app that will allow young Deaf children to look at an object in the classroom and see an augmented reality projection that displays an American Sign Language (ASL) related video. Session will show the system (Glass app) that was developed and summarize feedback gathered during focus-group testing of the prototype

Google Glass App for Displaying ASL Videos for Deaf Children – The Preliminary Race

Glass Vision 3D is a grant-funded project focused on the goal of developing and researching the feasibility & usability of a Google Glass app that will allow young Deaf children to look at an object in the classroom and see an augmented reality projection that displays an American Sign Language (ASL) related video. Session will show the system (Glass app) that was developed and summarize feedback gathered during focus-group testing of the prototype

Profil Kesadaran Metakognitif Siswa SMA

Metacognition is thinking skill about thinking. Metacognitive awareness plays an important role in achieving success of the learning process. The aim of this research was to determine the metacognitive awareness profile of X class high school students in Salatiga. This research was used descriptive quantitative with the technique of determining the subject by purposive sampling. Data collection was carried out in a survey with the Metacognitive Awareness Inventory (MAI) instrument by applying a Likert scale. Based on the results of the research, the knowledge dimension with indicator for declarative knowledge was 72.62%, procedural knowledge was 72.13%, and conditional knowledge was 75.98%. Regulatory dimensions such as; planning indicators reached 74.19%, information management strategies only 64.44%, comprehension monitoring 72.01%, debugging strategies 72.87%, and evaluation 74.90%. The average percentage of metacognitive awareness of X class high school students in Salatiga for each indicator is 72.91%. Based on the results of the study, it was concluded here were several metacognitive awareness survey results whose percentages were below 50%.Metacognition is thinking skill about thinking. Metacognitive awareness plays an important role in achieving success of the learning process. The aim of this research was to determine the metacognitive awareness profile of X class high school students in Salatiga. This research was used descriptive quantitative with the technique of determining the subject by purposive sampling. Data collection was carried out in a survey with the Metacognitive Awareness Inventory (MAI) instrument by applying a Likert scale. Based on the results of the research, the knowledge dimension with indicator for declarative knowledge was 72.62%, procedural knowledge was 72.13%, and conditional knowledge was 75.98%. Regulatory dimensions such as; planning indicators reached 74.19%, information management strategies only 64.44%, comprehension monitoring 72.01%, debugging strategies 72.87%, and evaluation 74.90%. The average percentage of metacognitive awareness of X class high school students in Salatiga for each indicator is 72.91%. Based on the results of the study, it was concluded here were several metacognitive awareness survey results whose percentages were below 50%

An Evaluation of Undergraduate Advisors Experience Using Learning Analytics to Support First-year Students

Higher education institutions are now serving post-traditional students. With the ever-increasing diversity and complex needs of these post-traditionals, institutions are striving to design policies, programs, and institutional supports to best support their diverse needs. Many are venturing into the world of learning analytics to gain deeper insights into the student academic experience and leveraging data to improve student success and retention. Previous research has centered on the institutional level impact of learning analytics on student success and rarely gives representation to the experience of specific individual sub-groups of organizational stakeholders. This summative evaluation sought to capture the experiences of 5 undergraduate advisors who participated in a three-year pilot of Civitas Inspire, a learning analytics system, to support first- year students. The Comprehensive Mixed Methods Participatory Evaluation model served as a conceptual framework allowing for an in-depth exploration of advisors’ perspectives on six evaluation components: acceptability, social validity, program integrity, program outcomes, implementer competence, sustainability, and institutionalization. An examination of previous research identified capacity building, data integrity, messaging, and privacy/ethics as common challenges faced by institutions who have adopted learning analytics systems. Evaluation results found advisors encountered similar challenges. Prominent throughout the advisors narrative was the effects of shadow-culture on technology adoption efforts. Advisors expressed the need for greater stakeholder inclusivity; for institutions to acknowledge and understand stakeholder workflow, and the necessity for a connect the dots approach towards institutionalization efforts