The Mediating Role of Learning Analytics: Insights into Student Approaches to Learning and Academic Achievement in Latin America

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dc.contributor.authorVillalobos E.
dc.contributor.authorHilliger I.
dc.contributor.authorGonzalez C.
dc.contributor.authorCelis S.
dc.contributor.authorPerez-Sanagustin M.
dc.contributor.authorBroisin J.
dc.date.accessioned2024-07-15T08:00:09Z
dc.date.available2024-07-15T08:00:09Z
dc.date.issued2024
dc.description.abstract© 2024, Society for Learning Analytics Research (SOLAR). All rights reserved.Researchers in learning analytics have created indicators with learners’ trace data as a proxy for studying learner behaviour in a college course. Student Approaches to Learning (SAL) is one of the theories used to explain these behaviours, distinguishing between deep, surface, and organized study. In Latin America, researchers have demonstrated that organized approaches to learning could be more effective in higher education, leading to better performance and course approval. However, further analysis of student behavioural data is needed to understand this relationship and inform interventions targeting study habits and academic performance. In this study, we analyzed the relationship between student approaches to learning and their final grade in six college courses, using behavioural trace data as a mediator variable. Specifically, we conducted a quantitative study in two Latin American institutions where data of different granularity was collected from their Learning Management Systems. We observed that most learning analytics indicators do not mediate the effect between approaches to learning and course performance. However, there was evidence for fine-grained indicators acting as total mediators. Implications are discussed at methodological and pedagogical levels, aiming to inform the advancement of learning analytics in the region and its use for supporting student learning.
dc.description.funderANID (National Research and Development Agency of Chile) through Grant FONDECYT Iniciacion
dc.fechaingreso.objetodigital2024-09-03
dc.format.extent14 páginas
dc.fuente.origenScopus
dc.identifier.doi10.18608/jla.2024.8149
dc.identifier.eissn1758-1184
dc.identifier.issn19297750
dc.identifier.scopusidSCOPUS_ID:85188329718
dc.identifier.urihttps://doi.org/10.18608/jla.2024.8149
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/87081
dc.identifier.wosidWOS:001187427700007
dc.information.autorucFacultad de Educación; Gonzalez Ugalde, Carlos Hugo; S/I; 91545
dc.issue.numero109
dc.language.isoen
dc.nota.accesoContenido completo
dc.pagina.final20
dc.pagina.inicio6
dc.revistaJournal of Learning Analytics
dc.rightsacceso abierto
dc.subjectLatin America
dc.subjectlearning analytics (LA)
dc.subjectmediation analysis
dc.subjectStudent approaches to learning (SAL)
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleThe Mediating Role of Learning Analytics: Insights into Student Approaches to Learning and Academic Achievement in Latin America
dc.typeartículo
dc.volumen11
sipa.codpersvinculados91545
sipa.indexScopus
sipa.trazabilidadCarga WOS-SCOPUS;15-07-2024
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