A mobile learning analytics tool to foster students' self reflection
Giovanni Fulantelli, Davide Taibi, Fabiano Ammirata, Concetta La Mattina, National Research Council of Italy - Institute for Educational Technology, Italy
EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Learning Analytics (LA) is a recent research area aimed at measuring and analyzing data concerning students’ learning patterns in order to provide teachers and students with relevant insights on the learning progress. Most of the LA tools are focused on web-based learning experiences, and are mainly oriented to support teachers in monitoring students’ activities and detecting critical factors that require a prompt intervention. Students are also beneficiaries of LA tools; in fact, as highlighted by Drachsler and Greller (2012), LA approaches foster students’ awareness on their own learning performance through self reflection, and this aspect is particularly relevant in mobile learning contexts. However, there are few studies about mobile and ubiquitous learning analytics tools, despite the increasing number of mobile learning experiences. In this paper we analyse the peculiarities of mobile learning and how they affect the use of specific learning analytics techniques and we propose an environment to support students’ self-reflection and self monitoring in mobile learning contexts. This environment has been experimented in the framework of the Studiare Migrando project (http://www.studiaremigrando.it) in which a mobile learning course for young migrants and refugees has been developed. The participants used their own mobile device to access the mobile LA environment and receive insights on their learning achievements.
Fulantelli, G., Taibi, D., Ammirata, F. & La Mattina, C. (2019). A mobile learning analytics tool to foster students' self reflection. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 739-744). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)