Affiliation:
1. Center for Digitalization in Lifelong Learning University for Continuing Education Krems Krems an der Donau Austria
2. Center for Educational Technology Tallinn University Tallinn Estonia
3. Centre for the Science of Learning & Technology (SLATE) University of Bergen Bergen Norway
4. Institute of Psychology University of Tartu Tartu Estonia
Abstract
AbstractBackgroundWith increased use of artificial intelligence in the classroom, there is now a need to better understand the complementarity of intelligent learning technology and teachers to produce effective instruction.ObjectiveThe paper reviews the current research on intelligent learning technology designed to make models of student learning and instruction transparent to teachers, an area we call model‐based learning analytics. We intended to gain an insight into the coupling between the knowledge models that underpin the intelligent system and the knowledge used by teachers in their classroom decision making.MethodsUsing a systematic literature review methodology, we first identified 42 papers, mainly from the domain of intelligent tutoring systems and learning analytics dashboards that conformed to our selection criteria. We then qualitatively analysed the context in which the systems were applied, models they used and benefits reported for teachers and learners.Results and ConclusionsA majority of papers used either domain or learner models, suggesting that instructional decisions are mostly left to teachers. Compared to previous reviews, our set of papers appeared to have a stronger focus on providing teachers with theory‐driven insights and instructional decisions. This suggests that model‐based learning analytics can address some of the shortcomings of the field, like meaningfulness and actionability of learning analytics tools. However, impact in the classroom still needs further research, as in half of the cases the reported benefits were not backed with evidence. Future research should focus on the dynamic interaction between teachers and technology and how learning analytics has an impact on learning and decision making by teachers and students. We offer a taxonomy of knowledge models that can serve as a starting point for designing such interaction.
Funder
Eesti Teadusagentuur
H2020 Spreading Excellence and Widening Participation
Subject
Computer Science Applications,Education
Cited by
8 articles.
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