Advertisement

Observing Learner Engagement on Mind Mapping Activities Using Learning Analytics

  • Rubiela CarrilloEmail author
  • Yannick Prié
  • Élise Lavoué
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11722)

Abstract

Research on learner engagement has increased in recent years arguing that it favors academic success. Teachers want their learners to engage in meaningful learning activities, like mind mapping, but they lack clues for observing their engagement along the activity. In this paper, we propose indicators of behavioural and cognitive dimensions of learner engagement for mind mapping activities based on interaction traces. Our indicators have been defined from final mind maps as well as from the mind mapping processes. We discuss implications for the observation of learner engagement in learning activities similar to mind mapping.

Keywords

Engagement Indicators Mind map Learning Analytics 

References

  1. 1.
    Cañas, A.J., Bunch, L., Novak, J.D., Reiska, P.: Cmapanalysis: an extensible concept map analysis tool. J. Educ. Teac. Trainers 4(1), 36–46 (2013)Google Scholar
  2. 2.
    Fredricks, J.A., Blumenfeld, P.C., Paris, A.H.: School engagement: potential of the concept, state of the evidence. Rev. Educ. Res. 74(1), 59–109 (2004)CrossRefGoogle Scholar
  3. 3.
    Fredricks, J.A., McColskey, W.: The measurement of student engagement: a comparative analysis of various methods and student self-report instruments. In: Christenson, S.L., Reschly, A.L., Wylie, C. (eds.) Handbook of Research on Student Engagement, pp. 763–782. Springer, US (2012)CrossRefGoogle Scholar
  4. 4.
    Miller, N.L., Cañas, A.J., Novak, J.D.: Use of the Cmaptools Recorder to explore acquisition of skill in concept mapping, p. 8. Tallinn, Estonia & Helsinki, Finland (2008) Google Scholar
  5. 5.
    Newmann, F.M.: Student Engagement and Achievement in American Secondary Schools. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (1992)Google Scholar
  6. 6.
    Novak, J.D.: Learning, creating, and using knowledge: concept maps as facilitative tools in schools and corporations. J. e-Learning Knowl. Soc. 6(3), 21–30 (2010)Google Scholar
  7. 7.
    Pintrich, P.R.: The role of motivation in promoting and sustaining self-regulated learning. Int. J. Educ. Res. 31(6), 459–470 (1999)CrossRefGoogle Scholar
  8. 8.
    Yin, Y., Vanides, J., Ruiz-Primo, M.A., Ayala, C.C., Shavelson, R.J.: Comparison of two concept-mapping techniques: Implications for scoring, interpretation, and use. J. Res. Sci. Teach. 42(2), 166–184 (2005)CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Rubiela Carrillo
    • 1
    Email author
  • Yannick Prié
    • 2
  • Élise Lavoué
    • 3
  1. 1.Université de Lyon, Université Lyon 1, LIRIS, CNRS5205LyonFrance
  2. 2.Université de Nantes, LS2N - UMR 6004, CNRSNantesFrance
  3. 3.University of Lyon, University Jean Moulin Lyon 3, IAE Lyon School of Management, CNRS, LIRISLyonFrance

Personalised recommendations