Direction of collaborative problem solving-based STEM learning by learning analytics approach

Li Chen, Nobuyuki Yoshimatsu, Yoshiko Goda, Fumiya Okubo, Yuta Taniguchi, Misato Oi, Shin’ichi Konomi, Atsushi Shimada, Hiroaki Ogata, Masanori Yamada

研究成果: ジャーナルへの寄稿記事

抜粋

The purpose of this study was to explore the factors that might affect learning performance and collaborative problem solving (CPS) awareness in science, technology, engineering, and mathematics (STEM) education. We collected and analyzed data on important factors in STEM education, including learning strategy and learning behaviors, and examined their interrelationships with learning performance and CPS awareness, respectively. Multiple data sources, including learning tests, questionnaire feedback, and learning logs, were collected and examined following a learning analytics approach. Significant positive correlations were found for the learning behavior of using markers with learning performance and CPS awareness in group discussion, while significant negative correlations were found for some factors of STEM learning strategy and learning behaviors in pre-learning with some factors of CPS awareness. The results imply the importance of an efficient approach to using learning strategies and functional tools in STEM education.

元の言語英語
記事番号24
ジャーナルResearch and Practice in Technology Enhanced Learning
14
発行部数1
DOI
出版物ステータス出版済み - 12 1 2019

    フィンガープリント

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Education
  • Media Technology
  • Management of Technology and Innovation

これを引用