抄録
This research aims to investigate the relationship between self-regulated learning awareness, learning behaviors, and learning performance in ubiquitous learning environments. In order to conduct this research, psychometric data about self-regulated learning and log data, such as slide pages that learners read, marker, and annotate, was collected. The accessing activity of device types that stored the learning management system was collected and analyzed by applying path analysis and correlation analysis using data divided into high and low performers. The results indicated that the slide pages which learners read for a duration of between 240 and 299 s had positive effects on the promotion of annotation and the learning performance directly, and albeit indirectly, the enhancement of self-efficacy was affected by other self-regulated learning factors. The results of the correlation analysis indicated that self-efficacy and test anxiety are a key factor that has different effects on the number of the read slide pages in both high and low performers.
| 元の言語 | 英語 |
|---|---|
| 記事番号 | 13 |
| ジャーナル | Research and Practice in Technology Enhanced Learning |
| 巻 | 12 |
| 発行部数 | 1 |
| DOI | |
| 出版物ステータス | 出版済み - 12 1 2017 |
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All Science Journal Classification (ASJC) codes
- Social Psychology
- Education
- Media Technology
- Management of Technology and Innovation
これを引用
Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance. / Yamada, Masanori; Shimada, Atsushi; Okubo, Fumiya; Terai, Misato; Kentaro, Kojima; Ogata, Hiroaki.
：: Research and Practice in Technology Enhanced Learning, 巻 12, 番号 1, 13, 01.12.2017.研究成果: ジャーナルへの寄稿 › 記事
}
TY - JOUR
T1 - Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance
AU - Yamada, Masanori
AU - Shimada, Atsushi
AU - Okubo, Fumiya
AU - Terai, Misato
AU - Kentaro, Kojima
AU - Ogata, Hiroaki
PY - 2017/12/1
Y1 - 2017/12/1
N2 - This research aims to investigate the relationship between self-regulated learning awareness, learning behaviors, and learning performance in ubiquitous learning environments. In order to conduct this research, psychometric data about self-regulated learning and log data, such as slide pages that learners read, marker, and annotate, was collected. The accessing activity of device types that stored the learning management system was collected and analyzed by applying path analysis and correlation analysis using data divided into high and low performers. The results indicated that the slide pages which learners read for a duration of between 240 and 299 s had positive effects on the promotion of annotation and the learning performance directly, and albeit indirectly, the enhancement of self-efficacy was affected by other self-regulated learning factors. The results of the correlation analysis indicated that self-efficacy and test anxiety are a key factor that has different effects on the number of the read slide pages in both high and low performers.
AB - This research aims to investigate the relationship between self-regulated learning awareness, learning behaviors, and learning performance in ubiquitous learning environments. In order to conduct this research, psychometric data about self-regulated learning and log data, such as slide pages that learners read, marker, and annotate, was collected. The accessing activity of device types that stored the learning management system was collected and analyzed by applying path analysis and correlation analysis using data divided into high and low performers. The results indicated that the slide pages which learners read for a duration of between 240 and 299 s had positive effects on the promotion of annotation and the learning performance directly, and albeit indirectly, the enhancement of self-efficacy was affected by other self-regulated learning factors. The results of the correlation analysis indicated that self-efficacy and test anxiety are a key factor that has different effects on the number of the read slide pages in both high and low performers.
UR - http://www.scopus.com/inward/record.url?scp=85055978053&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85055978053&partnerID=8YFLogxK
U2 - 10.1186/s41039-017-0053-9
DO - 10.1186/s41039-017-0053-9
M3 - Article
AN - SCOPUS:85055978053
VL - 12
JO - Research and Practice in Technology Enhanced Learning
JF - Research and Practice in Technology Enhanced Learning
SN - 1793-7078
IS - 1
M1 - 13
ER -