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 page...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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The Asia-Pacific Society for Computers in Education (APSCE)
2017-07-01
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| Series: | Research and Practice in Technology Enhanced Learning |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s41039-017-0053-9 |
| _version_ | 1797710480298475520 |
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| author | Masanori Yamada Atsushi Shimada Fumiya Okubo Misato Oi Kentaro Kojima Hiroaki Ogata |
| author_facet | Masanori Yamada Atsushi Shimada Fumiya Okubo Misato Oi Kentaro Kojima Hiroaki Ogata |
| author_sort | Masanori Yamada |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-12T06:51:48Z |
| format | Article |
| id | doaj.art-0c6789933b124c66ae08c67451723dfc |
| institution | Directory Open Access Journal |
| issn | 1793-7078 |
| language | English |
| last_indexed | 2024-03-12T06:51:48Z |
| publishDate | 2017-07-01 |
| publisher | The Asia-Pacific Society for Computers in Education (APSCE) |
| record_format | Article |
| series | Research and Practice in Technology Enhanced Learning |
| spelling | doaj.art-0c6789933b124c66ae08c67451723dfc2023-09-03T00:11:47ZengThe Asia-Pacific Society for Computers in Education (APSCE)Research and Practice in Technology Enhanced Learning1793-70782017-07-0112111710.1186/s41039-017-0053-9Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performanceMasanori Yamada0Atsushi Shimada1Fumiya Okubo2Misato Oi3Kentaro Kojima4Hiroaki Ogata5Faculty of Arts and Science, Kyushu UniversityFaculty of Arts and Science, Kyushu UniversityFaculty of Arts and Science, Kyushu UniversityFaculty of Arts and Science, Kyushu UniversityFaculty of Arts and Science, Kyushu UniversityFaculty of Arts and Science, Kyushu UniversityAbstract 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.http://link.springer.com/article/10.1186/s41039-017-0053-9Learning analyticsSelf-regulated learningLearning performance |
| spellingShingle | Masanori Yamada Atsushi Shimada Fumiya Okubo Misato Oi Kentaro Kojima Hiroaki Ogata Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance Research and Practice in Technology Enhanced Learning Learning analytics Self-regulated learning Learning performance |
| title | Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance |
| title_full | Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance |
| title_fullStr | Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance |
| title_full_unstemmed | Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance |
| title_short | Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance |
| title_sort | learning analytics of the relationships among self regulated learning learning behaviors and learning performance |
| topic | Learning analytics Self-regulated learning Learning performance |
| url | http://link.springer.com/article/10.1186/s41039-017-0053-9 |
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