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A Learning Analytics Theoretical Framework for STEM Education Virtual Reality Applications

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Title: A Learning Analytics Theoretical Framework for STEM Education Virtual Reality Applications
Authors: Christopoulos, Athanasios (ORCID 0000-0002-1809-5525), Pellas, Nikolaos (ORCID 0000-0002-3071-6275), Laakso, Mikko-Jussi
Source: Education Sciences. 2020 10.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Learning Analytics, STEM Education, Computer Simulation, Instructional Design, Data Interpretation
ISSN: 2227-7102
Abstract: While virtual reality has attracted educators' interest by providing new opportunities to the learning process and assessment in different science, technology, engineering and mathematics (STEM) subjects, the results from previous studies indicate that there is still much work to be done when large data collection and analysis is considered. At the same time, learning analytics emerged with the promise to revolutionise the traditional practices by introducing new ways to systematically assess and improve the effectiveness of instruction. However, the collection of 'big' educational data is mostly associated with web-based platforms (i.e., learning management systems) as they offer direct access to students' data with minimal effort. Thence, in the context of this work, we present a four-dimensional theoretical framework for virtual reality-supported instruction and propose a set of structural elements that can be utilised in conjunction with a learning analytics prototype system. The outcomes of this work are expected to support practitioners on how to maximise the potential of their interventions and provide further inspiration for the development of new ones.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1277080
Database: ERIC
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  Data: A Learning Analytics Theoretical Framework for STEM Education Virtual Reality Applications
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  Data: <searchLink fieldCode="AR" term="%22Christopoulos%2C+Athanasios%22">Christopoulos, Athanasios</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1809-5525">0000-0002-1809-5525</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pellas%2C+Nikolaos%22">Pellas, Nikolaos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3071-6275">0000-0002-3071-6275</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laakso%2C+Mikko-Jussi%22">Laakso, Mikko-Jussi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2020 10.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
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  Data: <searchLink fieldCode="DE" term="%22Learning+Analytics%22">Learning Analytics</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Interpretation%22">Data Interpretation</searchLink>
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  Data: While virtual reality has attracted educators' interest by providing new opportunities to the learning process and assessment in different science, technology, engineering and mathematics (STEM) subjects, the results from previous studies indicate that there is still much work to be done when large data collection and analysis is considered. At the same time, learning analytics emerged with the promise to revolutionise the traditional practices by introducing new ways to systematically assess and improve the effectiveness of instruction. However, the collection of 'big' educational data is mostly associated with web-based platforms (i.e., learning management systems) as they offer direct access to students' data with minimal effort. Thence, in the context of this work, we present a four-dimensional theoretical framework for virtual reality-supported instruction and propose a set of structural elements that can be utilised in conjunction with a learning analytics prototype system. The outcomes of this work are expected to support practitioners on how to maximise the potential of their interventions and provide further inspiration for the development of new ones.
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