Investigating behavioral patterns to facilitate performance predictions during online peer assessment through learning analytics approach

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Educational Evaluation Pub Date : 2024-08-10 DOI:10.1016/j.stueduc.2024.101394
Meiling Jin , Qiang Jiang , Weiyan Xiong , Qi Li , Yanan Feng , Wei Zhao
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Abstract

Insights into student behavioral patterns yield benefits for both educators and learners. Nevertheless, only a few studies have investigated the behavioral patterns of high-scoring (HS) and low-scoring (LS) students to facilitate predictions during peer assessment (PA). Therefore, we performed learning analytics to explore the behavioral patterns of HS and LS students in 52 university students from affective, cognitive, and metacognitive perspectives as these students engage in online PAs. The results indicated that on the affective dimension, HS students tended to exhibit negative affection while LS students tended to display positive affection. On the cognitive dimension, HS students demonstrated more intricate transformations compared to the LS students. Regarding the metacognitive dimension, LS students more likely reflected upon and accepted the reviews provided by others than the HS. Additionally, the findings also revealed that HS students were supported by focused social networks and overall stable activity engagement, whereas the LS students were less engaged at the beginning of the activity but had evolving social networks and were more engaged in the later stages of the activity. These findings offer valuable insights for educators in effectively predicting student performance based on behavioral patterns while providing new perspectives to support instructional decision-making processes.

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调查行为模式,通过学习分析方法促进在线互评期间的绩效预测
了解学生的行为模式对教育者和学习者都有好处。然而,只有少数研究调查了高分学生(HS)和低分学生(LS)的行为模式,以便在同伴评价(PA)过程中进行预测。因此,我们对 52 名大学生进行了学习分析,从情感、认知和元认知角度探讨了高分学生和低分学生在参与在线互评时的行为模式。结果表明,在情感维度上,HS 学生倾向于表现出消极的情感,而 LS 学生则倾向于表现出积极的情感。在认知维度上,与通识教育学生相比,高中生表现出更复杂的转变。在元认知维度上,通识教育科学生比高等教育科学生更倾向于反思和接受他人的评价。此外,研究结果还显示,高年级学生有集中的社交网络和整体稳定的活动参与度,而低年级学生在活动初期参与度较低,但社交网络不断发展,在活动后期参与度较高。这些发现为教育工作者根据行为模式有效预测学生成绩提供了宝贵的见解,同时也为支持教学决策过程提供了新的视角。
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来源期刊
CiteScore
6.90
自引率
6.50%
发文量
90
审稿时长
62 days
期刊介绍: Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
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