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dc.contributor.authorGibson, David
dc.contributor.authorde Freitas, S.
dc.date.accessioned2018-08-08T04:41:28Z
dc.date.available2018-08-08T04:41:28Z
dc.date.created2018-08-08T03:50:49Z
dc.date.issued2016
dc.identifier.citationGibson, D. and de Freitas, S. 2016. Exploratory Analysis in Learning Analytics. Technology, Knowledge and Learning. 21 (1): pp. 5-19.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/69550
dc.identifier.doi10.1007/s10758-015-9249-5
dc.description.abstract

This article summarizes the methods, observations, challenges and implications for exploratory analysis drawn from two learning analytics research projects. The cases include an analysis of a games-based virtual performance assessment and an analysis of data from 52,000 students over a 5-year period at a large Australian university. The complex datasets were analyzed and iteratively modeled with a variety of computationally intensive methods to provide the most effective outcomes for learning assessment, performance management and learner tracking. The article presents the research contexts, the tools and methods used in the exploratory phases of analysis, the major findings and the implications for learning analytics research methods.

dc.publisherSpringer Netherlands
dc.titleExploratory Analysis in Learning Analytics
dc.typeJournal Article
dcterms.source.volume21
dcterms.source.number1
dcterms.source.startPage5
dcterms.source.endPage19
dcterms.source.issn2211-1662
dcterms.source.titleTechnology, Knowledge and Learning
curtin.note

The final publication is available at Springer via 10.1007/s10758-015-9249-5

curtin.departmentCurtin Teaching and Learning (CTL)
curtin.accessStatusOpen access


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