Process Mining and Interaction Data Analytics in a Web-Based Multi-Tabletop Collaborative Learning and Teaching Environment

Autor/in	Porouhan, Parham
Titel	Process Mining and Interaction Data Analytics in a Web-Based Multi-Tabletop Collaborative Learning and Teaching Environment
Quelle	In: International Journal of Web-Based Learning and Teaching Technologies, 14 (2018) 4, S.34-61, Artikel 3 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-1093
DOI	10.4018/IJWLTT.2018100103
Schlagwörter	Data Analysis; Cooperative Learning; Web Based Instruction; Student Participation; Group Dynamics; Interaction Process Analysis; Intervals; Task Analysis; High Achievement; Low Achievement; Social Networks; Concept Mapping; International Education; Undergraduate Students; Comparative Analysis; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Auswertung; Kooperatives Lernen; Web Based Training; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Gruppendynamik; Prozessanalyse; Aufgabenanalyse; Unterdurchschnittliche Leistung; Social network; Soziales Netzwerk; Concept Map; Internationale Erziehung; Computer based training; Computerunterstützter Unterricht
Abstract	This article builds on the intersection of educational process mining and the automatic analysis of student's collaborative interaction data previously collected from a web-based multi-tabletop learning environment. The main focus of the article was to analyze and interpret the data using several process mining techniques in order to increase the instructor's awareness (knowledge) about the students' collaboration process and group progress in terms of specific quantitative indicators as follows: participation (consisting of participation density, participation rate and participation dynamics metrics), interaction (consisting of interaction density and interaction dynamics metrics), time performance (including the number of time intervals between the activities as well as the duration of idle/inactive periods), similarity of tasks (or symmetry of actions) and division of labor (or symmetry of roles). The empirical findings showed that there are substantial differences between the high and low performance groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01