Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance

研究成果: ジャーナルへの寄稿記事

5 引用 (Scopus)

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
12
発行部数1
DOI
出版物ステータス出版済み - 12 1 2017

Fingerprint

learning behavior
learning performance
Learning
learning
self-efficacy
path analysis
Self Efficacy
psychometrics
learning environment
data analysis
promotion
anxiety
Learning behavior
management
Research
Psychometrics
Anxiety
Equipment and Supplies

All Science Journal Classification (ASJC) codes

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

これを引用

@article{6999abe62e2b408cb6b535a7adf13d00,
title = "Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance",
abstract = "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.",
author = "Masanori Yamada and Atsushi Shimada and Fumiya Okubo and Misato Terai and Kojima Kentaro and Hiroaki Ogata",
year = "2017",
month = "12",
day = "1",
doi = "10.1186/s41039-017-0053-9",
language = "English",
volume = "12",
journal = "Research and Practice in Technology Enhanced Learning",
issn = "1793-7078",
publisher = "Springer Open",
number = "1",

}

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 -