Abstract
AbstractComputer-based education relies on information systems to support teaching and learning processes. These systems store trace data about the interaction of the learners with their different functionalities. Process mining techniques have been used to evaluate these traces and provide insights to instructors on the behavior of students. However, an analysis of students behavior on solving open-questioned examinations combined with the marks they received is still missing. This analysis can support the instructors not only on improving the design of future edition of the course, but also on improving the structure of online and physical evaluations. In this paper, we use process mining techniques to evaluate the behavioral patterns of students solving computer-based open-ended exams and their correlation with the grades. Our results show patterns of behavior associated to the marks received. We discuss how these results may support the instructor on elaborating future open question examinations.
Publisher
Springer Nature Switzerland
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