Abstract
Massive open online course (MOOC) platforms within the so-called xMOOC framework typically host quizzes, sometimes as part of the course assessment. Within our contribution we look at and describe quizzes and their results as a feedback for learners. Additionally, we describe current research on quizzes in MOOCs, especially from a learning analytics perspective. Building upon this, we explore data from a single MOOC (N = 1,484) from the Austrian MOOC platform iMooX.at where quizzes are used for final assessment but can be repeated up to five times within the course. The analysis of quiz activities shows a moderate correlation (r = 0,2765, N = 957) of the very first attempt with the final MOOC success.
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Acknowledgement
Contributions and development were partly delivered within the project “Learning Analytics: Effects of data analysis on learning success” (01/2020–12/2021) with Graz University of Technology and University of Graz as partners and the Province of Styria as funding body (12. Zukunftsfonds Steiermark).
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Schön, S., Leitner, P., Ebner, M., Edelsbrunner, S., Hohla, K. (2022). Quiz Feedback in Massive Open Online Courses from the Perspective of Learning Analytics: Role of First Quiz Attempts. In: Auer, M.E., Hortsch, H., Michler, O., Köhler, T. (eds) Mobility for Smart Cities and Regional Development - Challenges for Higher Education. ICL 2021. Lecture Notes in Networks and Systems, vol 389. Springer, Cham. https://doi.org/10.1007/978-3-030-93904-5_94
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