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Abstract Adaptive learning platforms are increasingly being used as part of varying instructional modalities. Particularly relevant to this paper, adaptive learning is a critical component of personalized, preclass learning in a flipped classroom. Previously inaccessible, data generated by adaptive learning platforms regarding student engagement with the course content provides an invaluable opportunity to gain a deeper understanding of the learning process and improve upon it. We aim to investigate the relationships between adaptive learning platform interactions and overall student success in the course and identify the variables most influential to student success. We present a comprehensive analysis of our adaptive learning platform data collected in a Numerical Methods course, including aggregate statistics, frequency analysis, and Principal Component Analysis, to determine which variables exhibited the most variability and, therefore, the most information in the data. Subsequently, we used the Partitioning Around Medoids clustering approach to investigate naturally occurring clusters of students and how these clusters relate to overall performance in the course. Our results show that overall performance in the course, as measured by the final course grade, is strongly associated with (1) the behavioral interactions of students with the adaptive platform and (2) their performance on the adaptive learning assessments. We also found distinct student clusters (as defined by success in the course) that exhibited distinctly different behaviors. These findings provide qualitative and quantitative information to identify students needing support and to craft an evidence‐based support strategy for these students.
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Reflections on Remote Learning and Teaching of Inclusive Design in HCI
Impacted by the disruptions due to the pandemic as students, teaching assistants, and faculty, in this paper we employ a reflexive self-study to share our perspectives and experiences of engaging in an HCI course on Inclusive Design. We find that we were able to overcome some of the anticipated challenges of transitioning in-person experiential learning components. However, timing was critical with course meetings being too long for a Zoom setting but too short to fit all desired interactions. The lack of impromptu interactions and the steep learning curve of new technologies for blind students in the class of were also identified as critical obstacles.
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- Award ID(s):
- 1816380
- PAR ID:
- 10291215
- Date Published:
- Journal Name:
- 3rd Annual Symposium on HCI Education (EduCHI2021)
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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