S. Ventura

C. Romero, S. Ventura

This survey is an updated and improved version of the previous one published in 2013 in this journal with the title data mining in education. It reviews in a comprehensible and very general way how Educational Data Mining and Learning Analytics have been applied over educational data. In the last decade, this research area has evolved enormously and a wide range of related terms are now used in the bibliography such as Academic Analytics, Institutional Analytics, Teaching Analytics, Data-Driven Education, Data-Driven Decision-Making in Education, Big Data in Education, and Educational Data Science. This paper provides the current state of the art by reviewing the main publications, the key milestones, the knowledge discovery cycle, the main educational environments, the specific tools, the free available datasets, the most used methods, the main objectives, and the future trends in this research area.

R. Maqsood, P. Ceravolo, C. Romero et al.

Students' engagements reflect their level of involvement in an ongoing learning process which can be estimated through their interactions with a computer-based learning or assessment system. A pre-requirement for stimulating student engagement lies in the capability to have an approximate representation model for comprehending students' varied (dis)engagement behaviors. In this paper, we utilized model-based clustering for this purpose which generates K mixture Markov models to group students' traces containing their (dis)engagement behavioral patterns. To prevent the Expectation-Maximization (EM) algorithm from getting stuck in a local maxima, we also introduced a K-means-based initialization method named as K-EM. We performed an experimental work on two real datasets using the three variants of the EM algorithm: the original EM, emEM, K-EM; and, non-mixture baseline models for both datasets. The proposed K-EM has shown very promising results and achieved significant performance difference in comparison with the other approaches particularly using the Dataset. Hence, we suggest to perform further experiments using large dataset(s) to validate our method. Additionally, visualization of the resultant clusters through first-order Markov chains reveals very useful insights about (dis)engagement behaviors depicted by the students. We conclude the paper with a discussion on the usefulness of our approach, limitations and potential extensions of this work.

J. M. Luna, H. M. Fardoun, F. Padillo et al.

The aim of this paper is to categorize and describe different types of learners in massive open online courses (MOOCs) by means of a subgroup discovery approach based on MapReduce. The final objective is to discover IF-THEN rules that appear in different MOOCs. The proposed subgroup discovery approach, which is an extension of the well-known FP-Growth algorithm, considers emerging parallel methodologies like MapReduce to be able to cope with extremely large datasets. As an additional feature, the proposal includes a threshold value to denote the number of courses that each discovered rule should satisfy. A post-processing step is also included so redundant subgroups can be removed. The experimental stage is carried out by considering de-identified data from the first year of 16 MITx and HarvardX courses on the edX platform. Experimental results demonstrate that the proposed MapReduce approach outperforms traditional sequential subgroup discovery approaches, achieving a runtime that is almost constant for different courses. Additionally, thanks to the final post-processing step, only interesting and not-redundant rules are discovered, hence reducing the number of subgroups in one or two orders of magnitude. Finally, the discovered subgroups are easily used by courses' instructors not only for descriptive purposes but also for additional tasks such as recommendation or personalization.