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A Learning Analytics Conceptual Framework for Augmented Reality-Supported Educational Case Studies

机译：增强现实支持教育案例研究的学习分析概念框架

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The deployment of augmented reality (AR) has attracted educators’ interest and introduced new opportunities in education. Additionally, the advancement of artificial intelligence has enabled educational researchers to apply innovative methods and techniques for the monitoring and evaluation of the teaching and learning process. The so-called learning analytics (LA) discipline emerged with the promise to revolutionize traditional instructional practices by introducing systematic and multidimensional ways to improve the effectiveness of the instructional process. However, the implementation of LA methods is usually associated with web-based platforms, which offer direct access to learners’ data with minimal effort or adjustments. On the other hand, the complex nature of immersive technologies and the diverse instructional approaches which are utilized in different scientific domains have limited the opportunities for research and development in this direction. Within these research contexts, we present a conceptual framework that describes the elements of an LA process tailored to the information that can be gathered from the use of educational applications, and further provide an indicative case study for AR-supported educational interventions. The current work contributes by elucidating and concretizing the design elements of AR-supported applications and provides researchers and designers with guidelines on how to apply instructional strategies in (augmented) real-world projects.
机译：增强现实（AR）的部署吸引了教育工作者的兴趣，并引入了新的教育机会。此外，人工智能的进步使教育研究人员能够对教学和学习过程的监测和评估应用创新方法和技术。所谓的学习分析（LA）纪律旨在通过引入系统和多维方式来改善教学过程的有效性来彻底改变传统教学实践。但是，LA方法的实现通常与基于Web的平台相关联，该平台提供直接访问学习者的数据，以最小的努力或调整。另一方面，在不同科学域中使用的沉浸式技术和不同的教学方法的复杂性质限制了在这个方向上的研发的机会。在这些研究中，我们提出了一个概念框架，该概念框架描述了对可以从使用教育应用程序收集的信息量身定制的洛杉矶进程的元素，并进一步为AR支持的教育干预提供指示性案例研究。目前的工作通过阐明和制定AR支持的申请的设计元素，并为研究人员和设计师提供有关如何在（增强）现实世界项目中的教学策略的指导方针。

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