TY - JOUR
T1 - Trends of learning analytics in STE(A)M education
T2 - a review of case studies
AU - Li, Kam Cheong
AU - Wong, Billy Tak Ming
N1 - Publisher Copyright:
© 2020, Emerald Publishing Limited.
PY - 2020/8/12
Y1 - 2020/8/12
N2 - Purpose: This paper aims to present a review of case studies on the use of learning analytics in Science, Technology, Engineering, (Arts), and Mathematics (or STE[A]M) education. It covers the features and trends of learning analytics practices as revealed in case studies. Design/methodology/approach: A total of 34 case studies published from 2013 to 2018 reporting relevant learning analytics practices were collected from Scopus and Google Scholar for analysis. The features and trends of practices were identified through a comparison of the first (2013–2015) and the second period (2016–2018). Findings: The results showed an increasing adoption of learning analytics in STE(A)M education, particularly in the USA and European countries and at the tertiary level. More specific types of data have been collected for the learning analytics practices, and the data related to students’ learning processes has also been more frequently used. The types of STE(A)M learning practices have become more diversified, with technology enhancement features increasingly introduced. The outcomes of the case studies reflect the overall benefits of learning analytics and address the specific needs of STE(A)M education. There have also been fewer types of limitations encountered in the learning analytics practices over the years, with unknown correlation among variables, small sample size and limited data being the major types. Originality/value: This study reveals the implementation of learning analytics in relation to the contexts and needs of STE(A)M education. The findings also suggest future work for examining the adoption of learning analytics to cope with the development of STE(A)M and, in particular, how the successful experience of learning analytics in other disciplines could be transferred to STE(A)M.
AB - Purpose: This paper aims to present a review of case studies on the use of learning analytics in Science, Technology, Engineering, (Arts), and Mathematics (or STE[A]M) education. It covers the features and trends of learning analytics practices as revealed in case studies. Design/methodology/approach: A total of 34 case studies published from 2013 to 2018 reporting relevant learning analytics practices were collected from Scopus and Google Scholar for analysis. The features and trends of practices were identified through a comparison of the first (2013–2015) and the second period (2016–2018). Findings: The results showed an increasing adoption of learning analytics in STE(A)M education, particularly in the USA and European countries and at the tertiary level. More specific types of data have been collected for the learning analytics practices, and the data related to students’ learning processes has also been more frequently used. The types of STE(A)M learning practices have become more diversified, with technology enhancement features increasingly introduced. The outcomes of the case studies reflect the overall benefits of learning analytics and address the specific needs of STE(A)M education. There have also been fewer types of limitations encountered in the learning analytics practices over the years, with unknown correlation among variables, small sample size and limited data being the major types. Originality/value: This study reveals the implementation of learning analytics in relation to the contexts and needs of STE(A)M education. The findings also suggest future work for examining the adoption of learning analytics to cope with the development of STE(A)M and, in particular, how the successful experience of learning analytics in other disciplines could be transferred to STE(A)M.
KW - Learning analytics
KW - STEAM education
KW - STEM education
UR - http://www.scopus.com/inward/record.url?scp=85085911659&partnerID=8YFLogxK
U2 - 10.1108/ITSE-11-2019-0073
DO - 10.1108/ITSE-11-2019-0073
M3 - Article
AN - SCOPUS:85085911659
SN - 1741-5659
VL - 17
SP - 323
EP - 335
JO - Interactive Technology and Smart Education
JF - Interactive Technology and Smart Education
IS - 3
ER -