Learning analytics for measuring engagement and academic performance: a case study and future directions
Date
2022-06-17Author
Lang, Michael
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Lang, Michael. (2022). Learning analytics for measuring engagement and academic performance: a case study and future directions. Paper presented at the 8th International Conference on Higher Education Advances (HEAd’22), Valencia, Spain, 14-17 June.
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Abstract
This paper presents an analysis of various metrics of student engagement and
academic performance, based on data extracted from a virtual learning
environment (VLE) and other supporting technologies. The level of student
activity on the VLE, as measured by hours and count of accesses to content
areas, was found to be a strong indicator of engagement and impacted the
level of performance. Participation in self-regulated optional learning
activities was also found to be a strong indicator of engagement, which again
impacted students’ scores. As regards gender comparisons, males and
females demonstrated different study approaches but there was no difference
in performance. Senior (final year) students out-performed sophomore
(second year) students, and students on programmes with higher entry bars
fared better. Interestingly, students who adopted a steady approach with
consistent levels of activity through the semester achieved higher scores than
those who procrastinated. The paper concludes with some recommendations
on where learning analytics technologies need to go to truly be useful for
teachers and students in higher education.