4.4.2 Learning support and teaching. Little evidence was found in terms of improved learning support and teaching (see Fig. 4), with only five studies demonstrating related improvements [66, 73, 74, 81, 86]. For example, [86] offered a LA dashboard for supporting students’ collaborative work, which the students (n = 22) found useful in regard to their improved collaborative learning experience. [81] demonstrated that the user engagement analyt- ics tool (SEAT) enabled teachers to better identify which students needed help, to facilitate timely support. [74] offered an engage- ment tool (the Cognitive Learning Companion), designed to keep track of the relationship between the student, content interaction and learning progression, with the sensor-rich instrumented learn- ing environment providing actionable insights to the teacher on learners’ cognitive and affective states. The evidence of support- ing teachers by increasing their awareness of students’ progress, possible misconceptions, and task difficulty, was shown by [73] through the use of visualizations. Despite this limited evidence for supporting learning and teaching, many studies in the sample (n = 19) did explicitly exhibit the potential of improved learning and/or teaching (see Appendix C4).

The operationalizations of engagement seem to rely heavily on the researchers’ own understanding, interpretation and classification of online input data and underlying theory. This may explain why there is no consistency in the adoption of engagement theory (or related theories) across the analyzed studies (e.g., [70, 79, 80]). In order to move the field forward, studies must be explicit in how they understand engagement and then be transparent and logical in how engagement is measured and analyzed [33, 57, 63].

From: Christothea.Herodotou [She/Her] via Extendt2_all <extendt2_all@lists.sunet.se>
Date: Friday, 31 March 2023 at 08:51
To: extendt2_all@lists.sunet.se <extendt2_all@lists.sunet.se>
Subject: [Extendt2_all] K-12 and analytics paper - scoping review

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https://dl.acm.org/doi/10.1145/3576050.3576085

Dr Christothea Herodotou

Professor of Learning Technologies and Social Justice

Institute of Educational Technology (iet)

https://iet.open.ac.uk/people/christothea.herodotou