Tracing learning strategies in online learning environments: a learning analytics approach

Learning has expanded beyond formal education; yet, students continue to face the challenge of how to effectively direct their learning. Among the processes of learning, the selection and application of learning tactics and strategies are fundamental steps. Learning tactics and strategies have long been considered as key predictors of learning performance. Theoretical models of self-regulated learning (SRL) assert that the choice and use of learning tactics and strategies are influenced by the internal (cognitive) and external (task) conditions. These conditions are consistently updated when students receive internal/external feedback. However, internal feedback generated based on students’ evaluation of their own performance against the expectation and/or learning goal is not accurate. Guiding students to apply appropriate learning strategies i.e. providing external feedback, hence, could enhance the students’ learning. Recent research literature suggests that learning analytics can be leveraged to support students in the selection and use of effective learning tactics and strategies. However, there has been limited literature on the ways this can be achieved. This thesis aims to fill this gap in the literature. This thesis begins by exploring the state of the art regarding how students receive learning analytics-based support for the selection and application of learning tactics and strategies. The systematic literature review on this topic reveals that students rarely receive feedback on learning tactics and strategies with learning analytics dashboards. One of the barriers to providing feedback on learning tactics and strategies is the difficulty in detecting learning tactics and strategies that students used when interacting with learning activities. Hence, this thesis proposes a novel analyticsbased approach to detect learning tactics and strategies based on digital trace data recorded in learning environments. The proposed analytics-based approach is based on process, sequence mining and clustering techniques. To validate the results of the proposed approach and the credibility of the automatically detected learning tactics and strategies, associations with academic performance and different feedback conditions are explored. To further validate the approach, the efficacy of each proposed approach in the detection of learning tactics and strategies is investigated. In addition, the thesis explores the alignment of the automatically detected learning tactics and strategies with relevant models of SRL. This is done by examining the association between the internal conditions and external conditions. Specifically, internal conditions are represented by the disposition of students based on self-reports of personality traits, whereas external conditions are represented by course instructional designs and delivery modalities. The thesis is concluded with a discussion of the implications of the proposed analytics methodology on research and practice of learning and teaching

Discovering the Technology Adoption of Local OTOP Entrepreneurs in Pattani: Exploratory of the Network Structure

This paper explores the technology adoption of the local entrepreneurs and the intention to use the technology i.e., objectives and technology adoption behaviors. 150 local entrepreneurs located in Pattani province in Thailand voluntarily provided information. They were asked to fill in a set of questionnaires regarding the objectives, type, frequency, and time of adopted the technology. The data analytics techniques, including, hierarchical clustering, Epistemic Network Analysis (ENA) were used to explore the qualitative data. Clustering enabled to categorize the entrepreneurs into groups based on the similarity of technology adoption objectives. ENA illustrated the connections of the studied elements and formed a structure of a network. The results suggested that currently, local entrepreneurs adopt the commonly use social media technology in order to reach out to the targeted customers. The duration of technology adoption was different between the two groups. This exploration suggested that the intention of using the technology and the technology adoption behaviors were different among the local entrepreneurs who sell the different types of products. The main implication derived from this study are two twofold. That is, there are differences in terms of technology adoption between local entrepreneurs who sales necessary goods and unnecessary goods. Government and related sectors may use this insight in order to design the campaign or provide the necessary training on how to use technology effectively

AN EXPLORATORY STUDY TO INVESTIGATE THE USE OF AUGMENTED REALITY IN SUPPORTING COLLABORATIVE LEARNING PROCESSES

Collaborative learning mediated by technology was proven as one ofthe efficient learning approaches which benefit in both academic and soft skills. Despite advantages offered by technologies, some obstacles were also created e.g. problem in supporting interaction and communication, disregard of physical and sharing objects' roles. Augmented Reality (AR) offers a unique learning experience by combining the physical and virtual object. The benefits of rich media were enduring and the role of physical material is also considered. However, the literature reveals that there is no design guideline specifically intended for AR based collaborative learning. Hence, this research aims to study and proposed a conceptual framework to guide the development of collaborative AR in learning

Discovering the Technology Adoption of Local OTOP Entrepreneurs in Pattani: Exploratory of the Network Structure

This paper explores the technology adoption of the local entrepreneurs and the intention to use the technology i.e., objectives and technology adoption behaviors. 150 local entrepreneurs located in Pattani province in Thailand voluntarily provided information. They were asked to fill in a set of questionnaires regarding the objectives, type, frequency, and time of adopted the technology. The data analytics techniques, including, hierarchical clustering, Epistemic Network Analysis (ENA) were used to explore the qualitative data. Clustering enabled to categorize the entrepreneurs into groups based on the similarity of technology adoption objectives. ENA illustrated the connections of the studied elements and formed a structure of a network. The results suggested that currently, local entrepreneurs adopt the commonly use social media technology in order to reach out to the targeted customers. The duration of technology adoption was different between the two groups. This exploration suggested that the intention of using the technology and the technology adoption behaviors were different among the local entrepreneurs who sell the different types of products. The main implication derived from this study are two twofold. That is, there are differences in terms of technology adoption between local entrepreneurs who sales necessary goods and unnecessary goods. Government and related sectors may use this insight in order to design the campaign or provide the necessary training on how to use technology effectively

Fun Learning with AR Alphabet Book for Preschool Children

AbstractThis paper describes the design and evaluation of an AR alphabet book, an Augmented Reality based book for teaching the alphabet to preschool children. Used together with camera and computer, children could view the superimposed virtual alphabet in a fun and interactive manner using the pattern markers as an interaction tool. Generally, teaching young children could be difficult this is due to the focus of young children is different from elderly since they could only focus on something for short period of time. Introducing the fun and interactive learning could grab the attention therefore enhance teaching and learning for young learner. Fun-learning emphasized interactive learning through play, songs; dance, drama and the use of information and communication technology (ICT). Researches showed that fun learning also increase the ability to memorize and understanding of the user. Flashcard is one of the learning approaches to teach children the alphabet. The tangible manner of flashcard introduce the interaction of learning therefore it could create the joyful learning. However, the potential of flash-card could be further enhance through the use of AR technology. Therefore, introducing the use of AR could encompass fun learning since AR offer rich media learning. Besides displaying each alphabet upon presentation of its corresponding pattern marker, children have the options to see 3D models of objects that begin with each alphabet character. Additional book features includes pattern markers for children to view animation of how each letter is drawn and jigsaw puzzle game for each letter to test children understanding. An informal study was conducted among 15 preschool children aged between 5-6 years old to examine user perception of the book. The preliminary results indicate the children reacted positively towards the books; most reported they like and enjoy using the AR book. Observation of the children behaviors during study corroborates this finding. Most students requested to use the AR book repeatedly. These results suggest the potential of AR book as a tool to create fun learning environment especially for preschool children. Furthermore, the brief interview with the teacher of the preschool also suggested that the system seem to grab the attention of the children

Design and Development of an Interactive Augmented Reality Edutainment Storybook for Preschool

AbstractThis paper presents the development of an engaging method for learning numbers via a highly interactive edutainment children storybook based on augmented reality technology and an old folklore story. Augmented Reality (AR) refers to the merging of synthetic sensory information into a user's perception of a real environment. AR enhances the view of the real world by augmenting the real environment with virtual objects to provide additional information to the users. In the current context of an AR storybook, the view of the physical book (or the real world) is enhanced using virtual objects (3D models, animations, text, and sounds) viewed over a computer display device. This paper describe the development of an interactive graphical user interface (GUI) design for providing an augmented reality book enhanced story reading & learning experience. It also highlights the design of an interactive physical book interface design of the augmented reality book. Findings from an initial observational study of the prototype are also presented