Towards a Partnership of Teachers and Intelligent Learning Technology: A Systematic Literature Review of Model-Based Learning Analytics

Autor/inn/en	Ley, Tobias; Tammets, Kairit; Pishtari, Gerti; Chejara, Pankaj; Kasepalu, Reet; Khalil, Mohammad; Saar, Merike; Tuvi, Iiris; Väljataga, Terje; Wasson, Barbara
Titel	Towards a Partnership of Teachers and Intelligent Learning Technology: A Systematic Literature Review of Model-Based Learning Analytics
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 5, S.1397-1417 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ley, Tobias) ORCID (Pishtari, Gerti) ORCID (Khalil, Mohammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12844
Schlagwörter	Artificial Intelligence; Technology Uses in Education; Learning Analytics; Instructional Effectiveness; Decision Making; Educational Benefits; Taxonomy; Models + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; Decision-making; Entscheidungsfindung; Bildungsertrag; Taxonomie; Analogiemodell
Abstract	Background: With increased use of artificial intelligence in the classroom, there is now a need to better understand the complementarity of intelligent learning technology and teachers to produce effective instruction. Objective: The paper reviews the current research on intelligent learning technology designed to make models of student learning and instruction transparent to teachers, an area we call model-based learning analytics. We intended to gain an insight into the coupling between the knowledge models that underpin the intelligent system and the knowledge used by teachers in their classroom decision making. Methods: Using a systematic literature review methodology, we first identified 42 papers, mainly from the domain of intelligent tutoring systems and learning analytics dashboards that conformed to our selection criteria. We then qualitatively analysed the context in which the systems were applied, models they used and benefits reported for teachers and learners. Results and Conclusions: A majority of papers used either domain or learner models, suggesting that instructional decisions are mostly left to teachers. Compared to previous reviews, our set of papers appeared to have a stronger focus on providing teachers with theory-driven insights and instructional decisions. This suggests that model-based learning analytics can address some of the shortcomings of the field, like meaningfulness and actionability of learning analytics tools. However, impact in the classroom still needs further research, as in half of the cases the reported benefits were not backed with evidence. Future research should focus on the dynamic interaction between teachers and technology and how learning analytics has an impact on learning and decision making by teachers and students. We offer a taxonomy of knowledge models that can serve as a starting point for designing such interaction. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01