Analyzing Students' Persistence using an Event-Based Model

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dc.affiliation.dptoUC3M. Departamento de Ingeniería Telemáticaes
dc.affiliation.grupoinvUC3M. Grupo de Investigación: Aplicaciones y Servicios Telemáticos (GAST)es
dc.contributor.authorMoreno Marcos, Pedro Manuel
dc.contributor.authorMuñoz Merino, Pedro José
dc.contributor.authorAlario Hoyos, Carlos
dc.contributor.authorDelgado Kloos, Carlos
dc.contributor.funderAgencia Estatal de Investigación (España)es
dc.contributor.funderComunidad de Madrides
dc.contributor.funderMinisterio de Ciencia, Innovación y Universidades (España)es
dc.date.accessioned2024-06-27T08:56:39Z
dc.date.available2024-06-27T08:56:39Z
dc.date.issued2019-06-27
dc.descriptionProceeding of: LASI-SPAIN 2019 proceedings: Learning Analytics Summer Institute Spain 2019: Learning Analytics in Higher Education, Vigo, Spain, June 27-28, 2019.en
dc.description.abstractIn education, persistence can be defined as the students' ability to keep on working on the assigned tasks (e.g., exercises) despite the difficulties. From previous studies, persistence might be an important factor in students' performance. However, these studies were limited because they only relied on students' self-reported data to measure persistence. This article aims to contribute with a novel model to measure persistence from students' logs, which is general enough to be applied to different educational platforms. In this work, persistence is measured taking students' interactions with automatic correction exercises. Simple metrics such as the average of students' attempts are not valid for a precise calculation of persistence since some exercises should count more for persistence as they have been done incorrectly many times but with some limit so that a single exercise cannot bias the indicator; or when a student answers correctly we should not add new attempts. In this paper, we propose a model to measure persistence on exercises which is valid to many digital online educational platforms. The analysis of students' persistence shows that there are not statistically significant differences of persistence between students who drop out the course or not, although persistence is shown to have a positive relationship with average grades in most of the cases. In contrast, persistence is not related to engagement with videos. These results provide an initial exploration about students' persistence, which can be important to understand how students behave and to properly adapt the course to students' needs.es
dc.description.sponsorshipWork partially funded by the LALA project (grant no. 586120-EPP-1-2017-1-ES EPPKA2-CBHE-JP). The LALA project has been funded with support from the European Commission. This work has also been partially funded by FEDER/Ministerio de Ciencia, Innovación y Universidades – Agencia Estatal de Investigación/ project Smartlet (TIN2017-85179-C3-1-R), and by the Madrid Regional Government, through the project e-Madrid-CM (S2018/TCS-4307). The latter is also co-financed by the Structural Funds (FSE and FEDER). It has also been supported by the Spanish Ministry of Science, Innovation and Universities, under an FPU fellowship (FPU016/00526).en
dc.description.statusPublicadoes
dc.description.versionVoRen
dc.format.extent5
dc.identifier.bibliographicCitationLASI-SPAIN 2019 proceedings: Learning Analytics Summer Institute Spain 2019: Learning Analytics in Higher Education, Vigo, Spain, June 27-28, 2019, pp. 56-70. ISBN 978-84-16829-40-8. CEUR-WS.org.en
dc.identifier.isbn978-84-16829-40-8
dc.identifier.issn1613-0073
dc.identifier.publicationfirstpage56
dc.identifier.publicationlastpage70
dc.identifier.publicationtitleLASI-SPAIN 2019 proceedings: Learning Analytics Summer Institute Spain 2019: Learning Analytics in Higher Education, Vigo, Spain, June 27-28, 2019.en
dc.identifier.publicationvolume2415
dc.identifier.urihttps://hdl.handle.net/10016/44058
dc.identifier.uxxiCC/0000031051
dc.language.isoen
dc.publisherCEUR-WS.orgen
dc.relation.eventdate2019-06-27
dc.relation.eventtitleLASI-SPAIN 2019: Learning Analytics Summer Institute Spaines
dc.relation.ispartofseriesCEUR Workshop Proceedingses
dc.relation.projectIDGobierno de España. TIN2017-85179-C3-1-Res
dc.relation.projectIDComunidad de Madrid. S2018/TCS-4307es
dc.rights© 2019 for the individual papers by the papers' authors. Copying permitted for private and academic purposes. This volume is published and copyrighted by its editors.en
dc.rights2019-07-25: submitted by Ángel Hernández-García, metadata incl. bibliographic data published under Creative Commons CC0.en
dc.rights.accessRightsopen accessen
dc.subject.ecienciaEducaciónes
dc.subject.ecienciaTelecomunicacioneses
dc.subject.otherPersistenceen
dc.subject.otherLearning analyticsen
dc.subject.otherStudents' behaviorsen
dc.subject.otherBehaviorsen
dc.subject.otherBehavioursen
dc.titleAnalyzing Students' Persistence using an Event-Based Modeles
dc.typeconference proceedingsen
dc.typebookParten
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