Tag Archives: Empirical evidence

Type: Evidence | Proposition: C: Uptake | Polarity: | Sector:

Evidence of the Month: June 2015

This literature review is intended to provide a comprehensive background for understanding current knowledge related to learning analytics and educational data mining and its impact on adaptive learning. The authors examined the literature on experimental case studies conducted in the domain between 2008 and 2013. They analysed and categorised the research questions, methodology and findings of the 40 published papers that met their inclusion criteria, and went on to evaluate and interpret the findings of these papers.

In terms of the LACE Evidence Hub, the literature review is particularly interesting, because it summarises the findings of these key paper, classifying the pedagogical results in terms of formal and non-formal learning. It thus provides an overview of current evidence in the field, as well as evidence of the scale of deployment.

Citation: Papamitsiou, Zacharoula, & Economides, Anastasios A. (2014). Learning analytics and educational data mining in practice: a systematic literature review of empirical evidence. Educational Technology & Society, 17(4), 49-64. | Url: www.ifets.info/download_pdf.php?j_id=65&a_id=1516

Type: Evidence | Proposition: A: Learning | Polarity: | Sector: | Country:

LA/EDM research results indicate that data integration from multiple sources can improve the accuracy of a learner profile and subsequent adaptation and personalization of content. Exploration of students’ behavior within educational contexts that support multimodality and mobility could lead to shaping a holistic picture of how, when and where learning occurs.

The paper reports an examination of the literature on experimental case studies conducted in the domain from 2008 to 2013. Although the search terms identified 209 mature pieces of research work, the inclusion criteria limited the key studies to 40. The research questions, methodology and findings of these published papers were analysed and categorized. The authors used non-statistical methods to evaluate and interpret findings of the collected studies. Their results highlighted four distinct major directions for learning analytics / educational data mining empirical research. The paper also discusses the value added by this research

Citation: Papamitsiou, Z., & Economides, A. A. (2014). Learning Analytics and Educational Data Mining in Practice: A Systematic Literature Review of Empirical Evidence. Educational Technology & Society, 17(4), 49