Abstract
In this paper, we present research aiming to understand usage behaviors of elementary school teachers when using a scenario-based platform dedicated to the teaching of Computational Thinking concepts. In order to understand their behavior, we have defined a two-step analysis process to identify usage patterns on the platform. The first step consists of performing a clustering algorithm and the second one consists of characterizing each obtained cluster by a pattern mining algorithm. On the one hand, the k-means algorithm allows us to identify four significant clusters of teachers using the platform. On the other hand, the sequential pattern mining algorithm allows to characterize precisely the usage behaviors of each cluster. Thus, this two-step analysis process was evaluated with teachers data. We carried out an experimental study during two workshops with 29 teachers. Teachers interaction’s data were collected from ScenoClasse, resulting in a data-set of 498 traces. As a result, we identify different usage behaviors for teachers while using ScenoClasse. Based on their behaviors, teachers can be adapters, explorers, viewers, or beginners.
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Notes
- 1.
https://hourofcode.com/fr consulted on March 20, 2022.
- 2.
https://www.scratchjr.org/ consulted on March 20, 2022.
- 3.
https://fondation-lamap.org/projet/123-codez consulted on March 20, 2022.
- 4.
- 5.
Didapro9 is a colloquium that explores themes around teaching and learning of computer science: https://www.didapro.org/9/.
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Acknowledgements
This paper has been funded by the ANR IECARE. We thank Mathieu Muratet, Pierre Jean Lainé and Arnauld séjourné for their support.
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Kanaan, M., Yessad, A. (2023). A Two-Step Process for Analysing Teacher’s Behaviors Using a Scenario-Based Platform. In: González-González, C.S., et al. Learning Technologies and Systems. ICWL SETE 2022 2022. Lecture Notes in Computer Science, vol 13869. Springer, Cham. https://doi.org/10.1007/978-3-031-33023-0_5
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