Learning analytics and the Universal Design for Learning (UDL)

A clustering approach

verfasst von
Marvin Roski, Ratan Jagan Sebastian, Ralph Ewerth, Anett Hoppe, Andreas Nehring
Abstract

In the context of inclusive education, Universal Design for Learning (UDL) is a framework used worldwide to create learning opportunities accessible to all learners. While much research focused on the design and students' perceptions of UDL-based learning settings, studies on students’ usage patterns in UDL-guided elements, particularly in digital environments, are still scarce. Therefore, we analyze and cluster the usage patterns of 9th and 10th graders in a web-based learning platform called I

3Learn. The platform focuses on chemistry learning, and UDL principles guide its design. We collected the temporal usage patterns of UDL-guided elements of 384 learners in detailed log files. The collected data includes the time spent using video and/or text as a source of information, working on learning tasks with or without help and working on self-assessments. We used Exploratory Factor Analysis (EFA) to identify relevant factors in the observed usage behaviors. Based on the factor loadings, we extracted features for k-means clustering and named the resulting groups based on their usage patterns and learner characteristics. The EFA revealed four factors suggesting that learners remain consistent in selecting UDL-guided elements that require a decision (video or text, tasks with or without help). Based on these four factors, the cluster analysis identifies six different groups. We discuss these results as a starting point to provide individualized learning support through further artificial intelligence applications and inform educators about learner activity through a dashboard.

Organisationseinheit(en)
Fachgebiet Didaktik der Chemie
Fachgebiet Visual Analytics
Fachgebiet Wissensbasierte Systeme
Forschungszentrum L3S
Externe Organisation(en)
Technische Informationsbibliothek (TIB) Leibniz-Informationszentrum Technik und Naturwissenschaften und Universitätsbibliothek
Typ
Artikel
Journal
Computers & education
Band
214
ISSN
0360-1315
Publikationsdatum
06.2024
Publikationsstatus
Veröffentlicht
Peer-reviewed
Ja
ASJC Scopus Sachgebiete
Ausbildung bzw. Denomination, Allgemeine Computerwissenschaft
Ziele für nachhaltige Entwicklung
SDG 4 – Qualitativ hochwertige Bildung
Elektronische Version(en)
https://doi.org/10.1016/j.compedu.2024.105028 (Zugang: Offen)