Learning Analytics: A Case Study on Exploring Social Interaction and Problem-Solving Strategies

Vladimir Grubelnik; Nataša Rizman Herga; Mihaela Brumen; Marko Marhl; Dejan Dinevski

doi:10.53615/2232-5697.14.79-87

Authors

Vladimir Grubelnik University of Maribor, Faculty of Electrical Engineering, Computer Science and Informatics, Slovenia https://orcid.org/0000-0002-4182-8520
Nataša Rizman Herga University of Maribor, Faculty of Education, Slovenia
Mihaela Brumen University of Maribor, Faculty of Education, Slovenia https://orcid.org/0000-0001-8147-3026
Marko Marhl University of Maribor, Faculty of Education, Faculty of Medicine, and Faculty of Natural Sciences and Mathematics, Slovenia https://orcid.org/0000-0003-0387-1162
Dejan Dinevski University of Maribor, Faculty of Education and Faculty of Medicine, Slovenia https://orcid.org/0000-0001-5285-2246

DOI:

https://doi.org/10.53615/2232-5697.14.79-87

Keywords:

learning analytics, social interaction, problem-solving

Abstract

Purpose: The purpose of this study is to preliminarily verify the concept of personalised and collaborative learning and to formatively observe students' knowledge, skills, problem-solving strategies and social dynamics in the classroom.

Study design/methodology/approach: The study was conducted with 8th grade students (N=21) using the ClassRoom Analytica (CRA) application as part of a thematic unit on ionic bonds. Students participated in digitally facilitated group problem-solving activities guided by predefined parameters for accessing information.

Findings: The use of the CRA application proved highly beneficial in a heterogeneous class as it was responsive to all students and provided the teacher with detailed information about each individual’s role within the class.

Originality/value: This study presents CRA as a novel integration of learning analytics and domain-specific visualisations in the science classroom.