Using Multiple Accounts for Harvesting Solutions in MOOCs

The study presented in this paper deals with copying answers in MOOCs. Our findings show that a significant fraction of the certificate earners in the course that we studied have used what we call harvesting accounts to find correct answers that they later submitted in their main account, the account for which they earned a certificate. In total, ~2.5% of the users who earned a certificate in the course obtained the majority of their points by using this method, and ~10% of them used it to some extent. This paper has two main goals. The first is to define the phenomenon and demonstrate its severity. The second is characterizing key factors within the course that affect it, and suggesting possible remedies that are likely to decrease the amount of cheating. The immediate implication of this study is to MOOCs. However, we believe that the results generalize beyond MOOCs, since this strategy can be used in any learning environments that do not identify all registrants.Madrid (Spain: Region) (eMadrid Grant S2013/ICE-2715)Spain. Ministerio de Economia y Competitividad (Grant RESET TIN2014-53199-C3-1-R

Machine Learning-Based Analysis in the Management of Iatrogenic Bile Duct Injury During Cholecystectomy: a Nationwide Multicenter Study

Background Iatrogenic bile duct injury (IBDI) is a challenging surgical complication. IBDI management can be guided by artificial intelligence models. Our study identified the factors associated with successful initial repair of IBDI and predicted the success of definitive repair based on patient risk levels. Methods This is a retrospective multi-institution cohort of patients with IBDI after cholecystectomy conducted between 1990 and 2020. We implemented a decision tree analysis to determine the factors that contribute to successful initial repair and developed a risk-scoring model based on the Comprehensive Complication Index. Results We analyzed 748 patients across 22 hospitals. Our decision tree model was 82.8% accurate in predicting the success of the initial repair. Non-type E (p < 0.01), treatment in specialized centers (p < 0.01), and surgical repair (p < 0.001) were associated with better prognosis. The risk-scoring model was 82.3% (79.0-85.3%, 95% confidence interval [CI]) and 71.7% (63.8-78.7%, 95% CI) accurate in predicting success in the development and validation cohorts, respectively. Surgical repair, successful initial repair, and repair between 2 and 6 weeks were associated with better outcomes. Discussion Machine learning algorithms for IBDI are a novel tool may help to improve the decision-making process and guide management of these patients

Ideating and Developing a Visualization Dashboard to Support Teachers Using Educational Games in the Classroom

Technology has become an integral part of our everyday life, and its use in educational environments keeps growing. Additionally, video games are one of the most popular mediums across cultures and ages. There is ample evidence that supports the benefits of using games for learning and assessment, and educators are mainly supportive of using games in classrooms. However, we do not usually find educational games within the classroom activities. One of the main problems is that teachers report difficulties to actually know how their students are using the game so that they can analyze properly the effect of the activity and the interaction of students. To support teachers, educational games should incorporate learning analytics to transform data generated by students when playing useful information in a friendly and understandable way. For this work, we build upon Shadowspect, a 3D geometry puzzle game that has been used by teachers in a group of schools in the US. We use learning analytics techniques to generate a set of metrics implemented in a live dashboard that aims to facilitate that teachers can understand students&#x2019; interaction with Shadowspect. We depict the multidisciplinary design process that we have followed to generate the metrics and the dashboard with great detail. Finally, we also provide uses cases that exemplify how teachers can use the dashboard to understand the global progress of their class and each of their students at an individual level, in order to intervene, adapt their classes and provide personalize feedback when appropriate

Patterns of Engagement in an Educational Massively Multiplayer Online Game: A Multidimensional View

© 2008-2011 IEEE. Learning games have great potential to become an integral part of new classrooms of the future. One of the key reported benefits is the capacity to keep students deeply engaged during their learning process. Therefore, it is necessary to develop models that can measure quantitatively how learners are engaging with learning games to inform game designers and educators, and to find ways to maximize learner engagement. In this article, we present our proposal to multidimensionally measure engagement in a learning game over four dimensions: general activity, social, exploration, and quests. We apply metrics from these dimensions to data from The Radix Endeavor, an inquiry-based online game for STEM learning that has been tested in K-12 classrooms as part of a pilot study across numerous schools. Based on these dimensions, we apply clustering and report four different engagement profiles that we define as 'integrally engaged,' 'lone achiever,' 'social explorer,' and 'nonengaged.' We also use three variables (account type, class grade, and gender) to perform a cross-sectional analysis finding interesting, statistically significant differences in engagement. For example, in-school students and accounts registered to males engaged socially much more than out-of-school learners or accounts registered to females, and that older students have better performance metrics than younger ones

Analyzing the Impact of Using Optional Activities in Self-Regulated Learning

Self-regulated learning (SRL) environments provide students with activities to improve their learning (e.g., by solving exercises), but they might also provide optional activities (e.g., changing an avatar image or setting goals) where students can decide whether they would like to use or do them and how. Few works have dealt with the use of optional activities in SRL environments. This paper thus analyzes the use of optional activities in two case studies with a SRL approach. We found that the level of use of optional activites was low with only 23.1 percent of students making use of some functionality, while the level of use of learning activities was higher. Optional activities which are not related to learning are used more. We also explored the behavior of students using some of the optional activities in the courses such as setting goals and voting comments, finding that students finished the goals they set in more than 50 percent of the time and that they voted their peers’ comments in a positive way. We also found that gender and the type of course can influence which optional activities are used. Moreover, the relations of the use of optional activities with proficient exercises and learning gains is low when taking out third variables, but we believe that optional activities might motivate students and produce better learning in an indirect way

Vascular injury during cholecystectomy: A multicenter critical analysis behind the drama

Background: The management of a vascular injury during cholecystectomy is still very complicated, especially in centers not specialized in complex hepatobiliary surgery. Methods: This was a multi-institutional retrospective study in patients with vascular injuries during cholecystectomy from 18 centers in 4 countries. The aim of the study was to analyze the management of vascular injuries focusing on referral, time to perform the repair, and different treatments options outcomes. Results: A total of 104 patients were included. Twenty-nine patients underwent vascular repair (27.9%), 13 (12.5%) liver resection, and 1 liver transplant as a first treatment. Eighty-four (80.4%) vascular and biliary injuries occurred in nonspecialized centers and 45 (53.6%) were immediately transferred. Intraoperative diagnosed injuries were rare in referred patients (18% vs 84%, P = .001). The patients managed at the hospital where the injury occurred had a higher number of reoperations (64% vs 20%, P ˂ .001). The need for vascular reconstruction was associated with higher mortality (P = .04). Two of the 4 patients transplanted died. Conclusion: Vascular lesions during cholecystectomy are a potentially life-threatening complication. Management of referral to specialized centers to perform multiple complex multidisciplinary procedures should be mandatory. Late vascular repair has not shown to be associated with worse results