Research Article
Evaluating Learning Analytics of Adaptive Learning Systems: A Work in Progress Systematic Review
@INPROCEEDINGS{10.1007/978-3-031-06675-7_3, author={Tobias Alexander Bang Tretow-Fish and Md. Saifuddin Khalid}, title={Evaluating Learning Analytics of Adaptive Learning Systems: A Work in Progress Systematic Review}, proceedings={Design, Learning, and Innovation. 6th EAI International Conference, DLI 2021, Virtual Event, December 10-11, 2021, Proceedings}, proceedings_a={DLI}, year={2022}, month={5}, keywords={Adaptive learning platforms Learning analytics Evaluation}, doi={10.1007/978-3-031-06675-7_3} }- Tobias Alexander Bang Tretow-Fish
Md. Saifuddin Khalid
Year: 2022
Evaluating Learning Analytics of Adaptive Learning Systems: A Work in Progress Systematic Review
DLI
Springer
DOI: 10.1007/978-3-031-06675-7_3
Abstract
There is currently no systematic overview of methods for evaluating Learning Analytics (LA) and Learning Analytics Dashboards (LAD) of Adaptive Learning Platforms (ALPs). 10 articles and 2 reviews are analyzed and synthesized. Focusing on the purposes of evaluation, methods used in the studies are grouped into five categories (C1-5): C1) evaluation of LA and LAD design and framework, C2) evaluation of performance with LA and LAD, C3) evaluation of adaptivity functions of the system, C4) evaluation of perceived value, and C5) Evaluation of pedagogical and didactic theory/context. While there is a relative high representation of evaluations in the C1-C4 categories of methods, which contribute to the design and development of the interaction and interface design features, the C5 category is not represented. The presence of pedagogical and didactical theory in the LA, LAD, and ALPs is lacking. Though traces of pedagogical theory is present none of the studies evaluates on its impact.
