Analíticas de aprendizaje en la Educación Primaria y Secundaria en EspañaUna revisión sistemática de la literatura

  1. Donate-Beby, Belén
  2. García-Peñalvo, Francisco José
  3. Amo-Filva, Daniel
Revista:
UTE Teaching & Technology: Universitas Tarraconensis

ISSN: 1135-1438 2385-4731

Ano de publicación: 2023

Número: 2

Páxinas: 63-86

Tipo: Artigo

Outras publicacións en: UTE Teaching & Technology: Universitas Tarraconensis

Resumo

Las Analíticas del Aprendizaje (AA) se definen como la medición, recopilación, análisis y presentación de datos sobre los estudiantes y su entorno con el fin de comprender y optimizar el aprendizaje y los contextos educativos. A pesar de su potencial importancia, se carece de un marco claro para las AA en la Educación Primaria y Secundaria en España. Este estudio busca enriquecer el conocimiento mediante una Revisión Sistemática de la Literatura (SLR) siguiendo el procedimiento PRISMA. Se analizaron 16 artículos científicos, revelando la falta de participación activa de los docentes en el desarrollo de AA en entornos educativos tradicionales. Además, se destacó la tendencia a usar AA para predecir y mejorar el compromiso y rendimiento de estudiantes a través de juegos didácticos en diversas áreas.

Referencias bibliográficas

  • Aluja-Banet, T., Sancho, M.-R., & Vukic, I. (2019). Measuring motivation from the Virtual Learning Environment in secondary education. Journal of Computational Science, 36, 100629–100629. https://doi.org/10.1016/j.jocs.2017.03.007
  • Amo, D., Alier, M., Sansaloni, R., Geli, J., Fonseca, D., García-Peñalvo, F. J., & Casañ, M. J. (2021). Learning Analytics Icons for analytics’ transparency, information, and easy comprehension of data treatment of students. In Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’21) (pp. 587–593). Association for Computing Machinery. https://doi.org/10.1145/3486011.3486520
  • Amo, D., Fox, P., Fonseca, D., & Poyatos, C. (2020). Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors. Sensors, 21(1), 153–153. https://doi.org/10.3390/s21010153
  • Amo, D., Prinsloo, P., Alier, M., Fonseca, D., Torres Kompen, R., Canaleta, X., & Herrero-Martín, J. (2021). Local technology to enhance data privacy and security in educational technology. International Journal of Interactive Multimedia and Artificial Intelligence, 7(2), 262–273. https://doi.org/10.9781/ijimai.2021.11.006
  • Amo-Filvà, D., Alier Forment, M., García-Peñalvo, F. J., Fonseca Escudero, D., & Casañ, M. J. (2019). Clickstream for learning analytics to assess students’ behavior with Scratch. Future Generation Computer Systems, 93, 673–686. https://doi.org/10.1016/j.future.2018.10.057
  • Amo-Filva, D., Donate Beby, B., García-Peñalvo, F. J., & Chen, J. (2022). Towards an ethical data literacy proficiency: A Moodle logs analytical tool. 2022 XII International Conference on Virtual Campus (JICV), 1–3. https://doi.org/10.1109/JICV56113.2022.9934790
  • Brereton, P., Kitchenham, B. A., Budgen, D., Turner, M., & Khalil, M. (2007). Lessons from applying the systematic literature review process within the software engineering domain. Journal of Systems and Software, 80(4), 571–583. https://doi.org/10.1016/j.jss.2006.07.009
  • Calvo-Morata, A., Alonso-Fernández, C., Freire, M., Martínez-Ortiz, I., & Fernández-Manjón, B. (2021). Creating awareness on bullying and cyberbullying among young people: Validating the effectiveness and design of the serious game Conectado. Telematics and Informatics, 60. https://doi.org/10.1016/j.tele.2021.101568
  • Calvo-Morata, A., Rotaru, D. C., Alonso-Fernandez, C., Freire-Moran, M., Martinez-Ortiz, I., & Fernandez-Manjon, B. (2020). Validation of a Cyberbullying Serious Game Using Game Analytics. IEEE Transactions on Learning Technologies, 13(1), 186–197. https://doi.org/10.1109/TLT.2018.2879354
  • Celdrán, A., Ruipérez-Valiente, J. A., Garcia Clemente, F. J., Rodríguez-Triana, M. J., Shankar, S. K., & Martinez Perez, G. (2020). A scalable architecture for the dynamic deployment of multimodal learning analytics applications in smart classrooms. Sensors, 20(10), 2923. https://doi.org/10.3390/s20102923
  • Cruz-Benito, J., Garcia-Penalvo, F. J., & Theron, R. (2019). Analyzing the software architectures supporting HCI/HMI processes through a systematic review of the literature. Telematics and Informatics, 38, 118–132. https://doi.org/10.1016/j.tele.2018.09.006
  • Diago, P. D., González-Calero, J. A., & Arnau, D. (2019). Fundamentos de diseño de un entorno tecnológico para el estudio de las habilidades en resolución de problemas en primeras edades escolares. Research in Education and Learning Innovation Archives, 22, 58-76. https://doi.org/10.7203/realia.22.14113
  • Donate, B., García-Peñalvo, F. J., & Amo, D. (2021). Learning Analytics in K-12 Spanish education: A systematic mapping study. 2021 XI International Conference on Virtual Campus (JICV). https://doi.org/10.1109/JICV53222.2021.9600315
  • Donate, B., García-Peñalvo, F.J., Amo, D., de Torres, E., Herrero-Martín, J. (2022). An Instrument for Self-assessment of Data Literacy at the Micro, Meso, and Macro Educational Levels. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Designing the Learner and Teacher Experience. HCII 2022. Lecture Notes in Computer Science, vol 13328 (pp. 228-237). Springer. https://doi-org.sabidi.urv.cat/10.1007/978-3-031-05657-4_16
  • Donate-Beby, B., García-Peñalvo, F. J., & Amo-Filvà, D. (2023). Data Literacy for the Development of Learning Analytics in K-12 Environments. In F. J. García-Peñalvo & A. García-Holgado (Eds.), Proceedings TEEM 2022: Tenth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 1370–1376). Springer. https://doi.org/10.1007/978-981-99-0942-1_146
  • Fernández-Soriano, F. L., López, B., Martínez-España, R., Muñoz, A., & Cantabella, M. (2019). Use of Computing Devices as Sensors to Measure Their Impact on Primary and Secondary Students’ Performance. Sensors, 19(14), 3226–3226. https://doi.org/10.3390/s19143226
  • Figueiredo, J., Lopes, N., & García-Peñalvo, F. J. (2019). Predicting Student Failure in an Introductory Programming Course with Multiple Back-Propagation. TEEM’19: Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality, 44–49. https://doi.org/10.1145/3362789.3362925
  • García-Peñalvo, F. J., & Corell, A. (2020). La COVID-19: ¿enzima de la transformación digital de la docencia o reflejo de una crisis metodológica y competencial en la educación superior? Campus Virtuales, 9(2), 83–98. http://uajournals.com/ojs/index.php/campusvirtuales/article/view/740
  • García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande-de-Prado, M. (2021). Recommendations for Mandatory Online Assessment in Higher Education During the COVID-19 Pandemic. In D. Burgos, A. Tlili, & A. Tabacco (Eds.), Radical Solutions for Education in a Crisis Context: COVID-19 as an Opportunity for Global Learning(pp. 85–98). Springer. https://doi.org/10.1007/978-981-15-7869-4_6
  • García-Peñalvo, F. J., Reimann, D., & Maday, C. (2018). Introducing Coding and Computational Thinking in the Schools: The TACCLE 3 – Coding Project Experience. In M. S. Khine (Ed.), Computational Thinking in the STEM Disciplines (pp. 213–226). Springer International Publishing. https://doi.org/10.1007/978-3-319-93566-9_11
  • Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review.https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  • Israel-Fishelson, R., Hershkovitz, A., Eguíluz, A., Garaizar, P., & Guenaga, M. (2021). The Associations Between Computational Thinking and Creativity: The Role of Personal Characteristics. Journal of Educational Computing Research, 58(8), 1415–1447. https://doi.org/10.1177/0735633120940954
  • Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. The New Media Consortium. https://www.learntechlib.org/p/171478/
  • Khalil, M., & Ebner, M. (2015). A STEM MOOC for school children—What does learning analytics tell us? 18th International Conference on Interactive Collaborative Learning (ICL), 1217–1221. http://dx.doi.org/10.1109/ICL.2015.7318212
  • López Camacho, V., de la Guía, E., Olivares, T., Flores, M.J., & Orozco-Barbosa, L. (2020). Data Capture and Multimodal Learning Analytics Focused on Engagement with a New Wearable IoT Approach. IEEE Transactions on Learning Technologies, 13(4), 704–717. https://doi.org/10.1109/TLT.2020.2999787
  • López Zambrano, J., Lara Torralbo, J. A., & Romero Morales, C. (2021). Early prediction of student learning performance through data mining: A systematic review. Psicothema, 33(3), 456-465. https://doi.org/10.7334/psicothema2021.62
  • Marcos-Pablos, S., García-Holgado, A., & García-Peñalvo, F. J. (2020). Guidelines for performing Systematic Research Projects Reviews. International Journal of Interactive Multimedia and Artificial Intelligence, 6(2), 136-144. http://dx.doi.org/10.9781/ijimai.2020.05.005
  • Melero, J., Hernández-Leo, D., Sun, J., Santos, P., & Blat, J. (2015). How was the activity? A visualization support for a case of location-based learning design. British Journal of Educational Technology, 46(2), 317–329. https://doi.org/10.1111/bjet.12238
  • Michos, K., & Hernández-Leo, D. (2020). CIDA: A collective inquiry framework to study and support teachers as designers in technological environments. Computers & Education, 143, 103679. https://doi.org/10.1016/j.compedu.2019.103679
  • Michos, K., Hernández-Leo, D., & Albó, L. (2018). Teacher-led inquiry in technology-supported school communities. British Journal of Educational Technology, 49(6), 1077–1095. https://doi.org/10.1111/bjet.12696
  • Nebot, P. D. D., Somoza, J. A. G.-C., & Vera, D. A. (2019). Fundamentos de diseño de un entorno tecnológico para el estudio de las habilidades en resolución de problemas en primeras edades escolares. Research in Education and Learning Innovation Archives. REALIA, 22, 58–76. https://dialnet.unirioja.es/servlet/articulo?codigo=6997125
  • Nieto-Márquez, N. L., Cardeña Martínez, A., Baldominos, A., González Petronila, A., & Pérez Nieto, M. Á. (2020). Assessment of the Effects of Digital Educational Material on Executive Function Performance. Frontiers in Education, 5, 545709. https://doi.org/10.3389/feduc.2020.545709
  • Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. International Journal of Surgery, 88, 105906. https://doi.org/10.1016/J.IJSU.2021.105906
  • Peña‐Ayala, A. (2018). Learning analytics: A glance of evolution, status, and trends according to a proposed taxonomy. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 8(3), e1243. https://doi.org/10.1002/widm.1243
  • Petticrew, M., & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.
  • Raffaghelli, J. E. (2018). Educators’ Data Literacy: Supporting critical perspectives in the context of a “datafield” education. In L. Menichetti, M. Ranieri, & M. Kaschny Borges (Eds.), Teacher Education & Training on ICT between Europe and Latin America (pp. 91–109). Aracne. https://doi.org/10.4399/97888255210238
  • Richardson, W. S., Wilson, M. C., Nishikawa, J., & Hayward, R. S. (1995). The well-built clinical question: A key to evidence-based decisions. ACP J Club, 123(3), A12. https://doi.org/10.7326/ACPJC-1995-123-3-A12
  • Rodríguez, J. A., González-Calero, J. A., & Cózar, R. (2018). Diseño de un estudio exploratorio para la aplicación de técnicas de analíticas de aprendizaje en la enseñanza de las fracciones en 5o curso de Educación Primaria. Magister, 30(1 y 2), 29–42. https://doi.org/10.17811/msg.30.1.2018.29-42
  • Rodríguez‐Martínez, J. A., González‐Calero, J. A., Del Olmo‐Muñoz, J., Arnau, D., & Tirado‐Olivares, S. (2023). Building personalised homework from a learning analytics based formative assessment: Effect on fifth‐grade students’ understanding of fractions. British Journal of Educational Technology, 54(1), 76–97. https://doi.org/10.1111/bjet.13292
  • Ruipérez-Valiente, J. A., & Kim, Y. J. (2020). Effects of solo vs. collaborative play in a digital learning game on geometry: Results from a K12 experiment. Computers & Education, 159, 104008. https://doi.org/10.1016/j.compedu.2020.104008
  • Sancho, M.R., Cañabate, A., & Sabate, F. (2016). Contextualizing learning analytics for secondary schools at micro level. 2015 International Conference on Interactive Collaborative and Blended Learning (ICBL), 70–75. https://doi.org/10.1109/ICBL.2015.7387638
  • Schmid, R., & Petko, D. (2019). Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students? Computers & Education, 136, 75–86. https://doi.org/10.1016/j.compedu.2019.03.006
  • Serrano-Laguna, Á., Torrentea, J., Maneroa, B., del Blancoa, Á., Borro-Escribanoa, B., Martínez-Ortiza, I., Freirea, M., & Fernández-Manjóna, B. (2014). Learning Analytics and Educational Games: Lessons Learned from Practical Experience. In De Gloria, A. (Eds.), Games and Learning Alliance. GALA 2013. Lecture Notes in Computer Science, vol 8605. Springer. https://doi.org/10.1007/978-3-319-12157-4_2
  • Siemens, G. (2012). Learning analytics: Envisioning a research discipline and a domain of practice. Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, 4–8. https://doi.org/10.1145/2330601.2330605
  • Spanish Network Of Learning Analytics (SNOLA) (n.d.). Acerca de SNOLA – About SNOLA.Retrieved 4 April 2022, from https://snola.es/acerca-de-snola-about-snola/
  • Society for Learning Analytics Research (SoLAR). (n.d.). About SoLAR. Retrieved 13 January 2022, from https://www.solaresearch.org/about/
  • UNESCO (2020). Education: from school closure to recovery.https://en.unesco.org/covid19/educationresponse
  • Urrutia, G., Torta, S., & Bonfill, X. (2005). Metaanálisis (QUOROM). Medicina Clínica, 125(1), 32–37. https://doi.org/10.1016/S0025-7753(05)72207-7
  • Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C. (2013). The Use of ICT in Education: A survey of schools in Europe. European Journal of Education, 48(1), 11–27. http://doi.org/10.2307/23357043
  • Wieringa, R., Maiden, N., Mead, N., & Rolland, C. (2006). Requirements engineering paper classification and evaluation criteria: A proposal and a discussion. Requirements Engineering, 11(1), 102–107. https://doi.org/10.1007/s00766-005-0021-6
  • Willis, J. E., Slade, S., & Prinsloo, P. (2016). Ethical oversight of student data in learning analytics: A typology derived from a cross-continental, cross-institutional perspective. Educational Technology Research and Development, 64, 881–901. https://doi.org/10.1007/s11423-016-9463-4