Integrating AI and Learning Analytics for Data-Driven Pedagogical Decisions and Personalized Interventions in Education
Fuente:
arXiv
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| Autores principales: | , , , |
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| Formato: | Preprint |
| Publicado: |
2023
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| Acceso en línea: | |
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| _version_ | 1866910608663773184 |
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| author | Sajja, Ramteja Sermet, Yusuf Cwiertny, David Demir, Ibrahim |
| author_facet | Sajja, Ramteja Sermet, Yusuf Cwiertny, David Demir, Ibrahim |
| contents | This research study explores the conceptualization, development, and deployment of an innovative learning analytics tool, leveraging OpenAI's GPT-4 model to quantify student engagement, map learning progression, and evaluate diverse instructional strategies within an educational context. By analyzing critical data points such as students' stress levels, curiosity, confusion, agitation, topic preferences, and study methods, the tool provides a comprehensive view of the learning environment. It also employs Bloom's taxonomy to assess cognitive development based on student inquiries. In addition to technical evaluation through synthetic data, feedback from a survey of teaching faculty at the University of Iowa was collected to gauge perceived benefits and challenges. Faculty recognized the tool's potential to enhance instructional decision-making through real-time insights but expressed concerns about data security and the accuracy of AI-generated insights. The study outlines the design, implementation, and evaluation of the tool, highlighting its contributions to educational outcomes, practical integration within learning management systems, and future refinements needed to address privacy and accuracy concerns. This research underscores AI's role in shaping personalized, data-driven education. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2312_09548 |
| institution | arXiv |
| publishDate | 2023 |
| record_format | arxiv |
| spellingShingle | Integrating AI and Learning Analytics for Data-Driven Pedagogical Decisions and Personalized Interventions in Education Sajja, Ramteja Sermet, Yusuf Cwiertny, David Demir, Ibrahim Computers and Society Artificial Intelligence Human-Computer Interaction This research study explores the conceptualization, development, and deployment of an innovative learning analytics tool, leveraging OpenAI's GPT-4 model to quantify student engagement, map learning progression, and evaluate diverse instructional strategies within an educational context. By analyzing critical data points such as students' stress levels, curiosity, confusion, agitation, topic preferences, and study methods, the tool provides a comprehensive view of the learning environment. It also employs Bloom's taxonomy to assess cognitive development based on student inquiries. In addition to technical evaluation through synthetic data, feedback from a survey of teaching faculty at the University of Iowa was collected to gauge perceived benefits and challenges. Faculty recognized the tool's potential to enhance instructional decision-making through real-time insights but expressed concerns about data security and the accuracy of AI-generated insights. The study outlines the design, implementation, and evaluation of the tool, highlighting its contributions to educational outcomes, practical integration within learning management systems, and future refinements needed to address privacy and accuracy concerns. This research underscores AI's role in shaping personalized, data-driven education. |
| title | Integrating AI and Learning Analytics for Data-Driven Pedagogical Decisions and Personalized Interventions in Education |
| topic | Computers and Society Artificial Intelligence Human-Computer Interaction |
| url | https://arxiv.org/abs/2312.09548 |