The impacts of learning analytics and A/B testing research: a case study in differential scientometrics

Abstract

Abstract Background In recent years, research on online learning platforms has exploded in quantity. More and more researchers are using these platforms to conduct A/B tests on the impact of different designs, and multiple scientific communities have emerged around studying the big data becoming available from these platforms. However, it is not yet fully understood how each type of research influences future scientific discourse within the broader field. To address this gap, this paper presents the first scientometric study on how researchers build on the contributions of these two types of online learning platform research (particularly in STEM education). We selected a pair of papers (one using A/B testing, the other conducting learning analytics (LA), on platform data of an online STEM education platform), published in the same year, by the same research group, at the same conference. We then analyzed each of the papers that cited these two papers, coding from the paper text (with inter-rater reliability checks) the reason for each citation made. Results After statistically comparing the frequency of each category of citation between papers, we found that the A/B test paper was self-cited more and that citing papers built on its work directly more frequently, whereas the LA paper was more often cited without discussion. Conclusions Hence, the A/B test paper appeared to have had a larger impact on future work than the learning analytics (LA) paper, even though the LA paper had a higher count of total citations with a lower degree of self-citation. This paper also established a novel method for understanding how different types of research make different contributions in learning analytics, and the broader online learning research space of STEM education.