Rebeca Cerezo

R. Cerezo, A. Bogarin, M. Esteban et al.

Content assessment has broadly improved in e-learning scenarios in recent decades. However, the eLearning process can give rise to a spatial and temporal gap that poses interesting challenges for assessment of not only content, but also students' acquisition of core skills such as self-regulated learning. Our objective was to discover students' self-regulated learning processes during an eLearning course by using Process Mining Techniques. We applied a new algorithm in the educational domain called Inductive Miner over the interaction traces from 101 university students in a course given over one semester on the Moodle 2.0 platform. Data was extracted from the platform's event logs with 21629 traces in order to discover students' self-regulation models that contribute to improving the instructional process. The Inductive Miner algorithm discovered optimal models in terms of fitness for both Pass and Fail students in this dataset, as well as models at a certain level of granularity that can be interpreted in educational terms, which are the most important achievement in model discovery. We can conclude that although students who passed did not follow the instructors' suggestions exactly, they did follow the logic of a successful self-regulated learning process as opposed to their failing classmates. The Process Mining models also allow us to examine which specific actions the students performed, and it was particularly interesting to see a high presence of actions related to forum-supported collaborative learning in the Pass group and an absence of those in the Fail group.

W. Chango, R. Cerezo, C. Romero

In this paper we applied data fusion approaches for predicting the final academic performance of university students using multiple-source, multimodal data from blended learning environments. We collected and preprocessed data about first-year university students from different sources: theory classes, practical sessions, on-line Moodle sessions, and a final exam. Our objective was to discover which data fusion approach produced the best results using our data. We carried out experiments by applying four different data fusion approaches and six classification algorithms. The results showed that the best predictions were produced using ensembles and selecting the best attributes approach with discretized data. The best prediction models showed us that the level of attention in theory classes, scores in Moodle quizzes, and the level of activity in Moodle forums were the best set of attributes for predicting students' final performance in our courses.

W. Chango, R. Cerezo, M. Sanchez-Santillan et al.

The aim of this study was to predict university students' learning performance using different sources of data from an Intelligent Tutoring System. We collected and preprocessed data from 40 students from different multimodal sources: learning strategies from system logs, emotions from face recording videos, interaction zones from eye tracking, and test performance from final knowledge evaluation. Our objective was to test whether the prediction could be improved by using attribute selection and classification ensembles. We carried out three experiments by applying six classification algorithms to numerical and discretized preprocessed multimodal data. The results show that the best predictions were produced using ensembles and selecting the best attributes approach with numerical data.

Wilson Chango, Juan A. Lara, Rebeca Cerezo et al.

The new educational models such as smart learning environments use of digital and context-aware devices to facilitate the learning process. In this new educational scenario, a huge quantity of multimodal students' data from a variety of different sources can be captured, fused, and analyze. It offers to researchers and educators a unique opportunity of being able to discover new knowledge to better understand the learning process and to intervene if necessary. However, it is necessary to apply correctly data fusion approaches and techniques in order to combine various sources of multimodal learning analytics (MLA). These sources or modalities in MLA include audio, video, electrodermal activity data, eye-tracking, user logs, and click-stream data, but also learning artifacts and more natural human signals such as gestures, gaze, speech, or writing. This survey introduces data fusion in learning analytics (LA) and educational data mining (EDM) and how these data fusion techniques have been applied in smart learning. It shows the current state of the art by reviewing the main publications, the main type of fused educational data, and the data fusion approaches and techniques used in EDM/LA, as well as the main open problems, trends, and challenges in this specific research area.