TY - JOUR
T1 - Exploring the Relationships between Reading Behavior Patterns and Learning Outcomes Based on Log Data from E-Books
T2 - A Human Factor Approach
AU - Yin, Chengjiu
AU - Yamada, Masanori
AU - Oi, Misato
AU - Shimada, Atsushi
AU - Okubo, Fumiya
AU - Kentaro, Kojima
AU - Ogata, Hiroaki
N1 - Funding Information:
A part of this research work was supported by the Grant-in-Aid for Scientific Research No. 16H03078 and No. 16H06304 from the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in Japan.
Publisher Copyright:
© 2018, © 2018 Taylor & Francis Group, LLC.
PY - 2019/3/16
Y1 - 2019/3/16
N2 - Online learning environments presently accumulate large amounts of log data. Analysis of learning behaviors from these log data is expected to benefit instructors and learners. This study was intended to identify effective measures from e-book materials used at Kyushu University and to employ these measures for analyzing learning behavioral patterns. In an evaluation, students were grouped into four clusters using k-means clustering, and their learning behavioral patterns were analyzed. We examined whether the learning behavioral patterns exhibited relations with the learning outcomes. The results reveal that the learning behavior of “backtrack” style reading exerts a significant positive influence on learning effectiveness, which can aid students to learn more efficiently.
AB - Online learning environments presently accumulate large amounts of log data. Analysis of learning behaviors from these log data is expected to benefit instructors and learners. This study was intended to identify effective measures from e-book materials used at Kyushu University and to employ these measures for analyzing learning behavioral patterns. In an evaluation, students were grouped into four clusters using k-means clustering, and their learning behavioral patterns were analyzed. We examined whether the learning behavioral patterns exhibited relations with the learning outcomes. The results reveal that the learning behavior of “backtrack” style reading exerts a significant positive influence on learning effectiveness, which can aid students to learn more efficiently.
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U2 - 10.1080/10447318.2018.1543077
DO - 10.1080/10447318.2018.1543077
M3 - Article
AN - SCOPUS:85057848514
SN - 1044-7318
VL - 35
SP - 313
EP - 322
JO - International Journal of Human-Computer Interaction
JF - International Journal of Human-Computer Interaction
IS - 4-5
ER -