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Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance
Masanori Yamada1, Atsushi Shimada1, Fumiya Okubo1
1Faculty of Arts and Science, Kyushu University, 744 Motooka, Nishiku, Fukuoka, 819-0395 Japan.
Research and Practice in Technology Enhanced Learning
|January 1, 2019
Summary
This study found that spending 240-299 seconds on slide pages positively impacts annotation and learning performance in ubiquitous learning. Self-efficacy and test anxiety influence reading behaviors differently for high and low performers.
Area of Science:
- Educational Technology
- Learning Sciences
- Human-Computer Interaction
Background:
- Ubiquitous learning environments offer flexible access to educational resources.
- Understanding the interplay between self-regulated learning (SRL), behavior, and performance is crucial in these environments.
- Learner engagement with digital materials, such as reading and annotating slides, requires investigation.
Purpose of the Study:
- To investigate the relationship between self-regulated learning awareness, learning behaviors, and learning performance.
- To analyze how specific learning activities (e.g., reading duration, annotation) correlate with performance outcomes.
- To identify key SRL factors influencing learning behaviors across different performance levels.
Main Methods:
- Collected psychometric data on self-regulated learning and log data on learner interactions (e.g., slide access, annotation).
- Analyzed device access activity within the learning management system.
- Applied path analysis and correlation analysis to data segmented by high and low performers.
Main Results:
- Reading slide pages for 240-299 seconds positively affected annotation and learning performance directly.
- Self-efficacy was indirectly enhanced by other SRL factors.
- Self-efficacy and test anxiety significantly influenced the number of read slide pages differently for high and low performers.
Conclusions:
- Optimizing reading duration within specific ranges can enhance learning outcomes in ubiquitous settings.
- Self-regulated learning awareness and specific behaviors are critical mediators of performance.
- Individual differences in self-efficacy and test anxiety play a significant role in adaptive learning behaviors.
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