research-article

Addressing learner issues with StepUp!: an evaluation

Authors:

Jose Luis Santos,

Katrien Verbert,

Erik DuvalAuthors Info & Claims

LAK '13: Proceedings of the Third International Conference on Learning Analytics and Knowledge

Pages 14 - 22

https://doi.org/10.1145/2460296.2460301

Published: 08 April 2013 Publication History

Abstract

This paper reports on our research on the use of learning analytics dashboards to support awareness, self-reflection, sensemaking and impact for learners. So far, little research has been done to evaluate such dashboards with students and to assess their impact on learning. In this paper, we present the results of an evaluation study of our dashboard, called StepUp!, and the extent to which it addresses issues and needs of our students. Through brainstorming sessions with our students, we identified and prioritized learning issues and needs. In a second step, we deployed StepUp! during one month and we evaluated to which extent our dashboard addresses the issues and needs identified earlier in different courses. The results show that our tool has potentially higher impact for students working in groups and sharing a topic than students working individually on different topics.

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Index Terms

Addressing learner issues with StepUp!: an evaluation
1. Human-centered computing
  1. Human computer interaction (HCI)
2. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

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Published In

cover image ACM Conferences

LAK '13: Proceedings of the Third International Conference on Learning Analytics and Knowledge

April 2013

300 pages

ISBN:9781450317856

DOI:10.1145/2460296

Editors:
Dan Suthers
University of Hawaii, USA
,
Katrien Verbert
Eindhoven University of Technology, The Netherlands
,
Erik Duval
University of Leuven, Belgium
,
Xavier Ochoa
Escuela Superior Politécnica del Litoral, Ecuador

Copyright © 2013 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Published: 08 April 2013

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LAK '13: Third Conference on Learning Analytics and Knowledge

April 8 - 13, 2013

Leuven, Belgium

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LAK '13 Paper Acceptance Rate 16 of 58 submissions, 28%;

Overall Acceptance Rate 236 of 782 submissions, 30%

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