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 - Oi, Misato
AU - Kojima, Kentaro
AU - Ogata, Hiroaki
N1 - Funding Information:
Drs. Yamada, Shimada, Oi, and Ogata received research grants from JSPS for other research projects. Dr. Shimada received the research fund from Japan Science and Technology Agency (JST). The authors’ declare that they have no competing interests.
Funding Information:
The research is supported by the “Research and Development on Fundamental and Utilization Technologies for Social Big Data” (178A03); the Commissioned Research of the National Institute of Information and Communications Technology (NICT), Japan; Grant-in-Aid for Scientific Research (S) No. 16H06304; and the Education Enhancement Program (EEP) of Kyushu University.
Publisher Copyright:
© 2017, The Author(s).
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.
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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 -