Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.14279/28229
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dc.contributor.authorNicolaidou, Despo-
dc.contributor.authorNicolaidou, Iolie-
dc.date.accessioned2023-03-16T12:33:02Z-
dc.date.available2023-03-16T12:33:02Z-
dc.date.issued2022-10-27-
dc.identifier.citationEuropean Conference on e-Learning, 2022, vol. 21, no. 1, pp. 484-488en_US
dc.identifier.urihttps://hdl.handle.net/20.500.14279/28229-
dc.description.abstractAdaptive elements are integrated in activities to facilitate personalization of the learning process and provide learning analytics for each student. Following the digital storytelling trends, integrating adaptive activities in interactive videos facilitates student engagement in crucial topics and personalizes the learning path to each individual student’s pace and learning ability. However, it is considered challenging for teachers to design an effective cluster of adaptive activities and to make sense of the learning analytics that are provided. A literature review was conducted to examine how teachers make use of user analytics in real circumstances. It showed that despite the variety of existing tools that can facilitate teachers in collecting learning analytics, the raw data require further analysis for the teacher to be able to understand the students’ individual paths and more training is required so that teachers can effectively interpret these data. This paper is based on a case study conducted to examine how learning analytics are used and what tools can support teachers in making sense of their students’ data. Moreover, it reveals how students perceive adaptive activities, in relevance to their flow and usability, as part of the overall goal of the activity, which focused on environmental awareness. To understand the processes involved around the implementation of adaptive activities, an interactive video with adaptive activities was designed and implemented in a classroom of 12 students (M=12.5 years old). The methodology followed a quantitative approach. A structured questionnaire was used to understand students’ perspectives regarding the flow and usability of the adaptive activities. Considering students’ perspectives on the flow of the adaptive-interactive video activity, students’ level of absorption and the natural progress of the activities received scores of 3.8/5 and 4/5, respectively. The usability of the activity received an average of 75.4 as a System Usability Score (SUS), which is considered above average. The results reveal that both flow and usability are essential for the effective implementation of adaptive activities. This research study recommends further studies of the topic to understand how learning analytics can become manageable and/or better integrated in software enabling the creation of adaptive activities.en_US
dc.formatpdfen_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationalen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectdigital assessmenten_US
dc.subjectlearning analyticsen_US
dc.subjectdataen_US
dc.subjectadaptive activitiesen_US
dc.subjectflowen_US
dc.subjectusabilityen_US
dc.titleLearning Analytics: A case study of Adaptive Video Activitiesen_US
dc.typeConference Papersen_US
dc.linkhttps://papers.academic-conferences.org/index.php/ecel/article/view/945en_US
dc.collaborationCyprus University of Technologyen_US
dc.subject.categoryMedia and Communicationsen_US
dc.journalsOpen Accessen_US
dc.countryCyprusen_US
dc.subject.fieldSocial Sciencesen_US
dc.publicationPeer Revieweden_US
dc.relation.conferenceEuropean Conference on e-Learningen_US
dc.relation.issue1en_US
dc.relation.volume21en_US
cut.common.academicyear2021-2022en_US
dc.identifier.spage484en_US
dc.identifier.epage488en_US
item.fulltextWith Fulltext-
item.languageiso639-1en-
item.grantfulltextopen-
item.openairecristypehttp://purl.org/coar/resource_type/c_c94f-
item.cerifentitytypePublications-
item.openairetypeconferenceObject-
crisitem.author.deptDepartment of Communication and Internet Studies-
crisitem.author.facultyFaculty of Communication and Media Studies-
crisitem.author.orcid0000-0002-8267-0328-
crisitem.author.parentorgFaculty of Communication and Media Studies-
Appears in Collections:Δημοσιεύσεις σε συνέδρια /Conference papers or poster or presentation
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