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Towards analytics for educational interactive e-books: the case of the reflective designer analytics platform (RDAP)

Published: 25 April 2016 Publication History

Abstract

This paper presents an analytics dashboard that has been developed for designers of interactive e-books. This is part of the EU-funded MC Squared project that is developing a platform for authoring interactive educational e-books. The primary objective is to develop technologies and resources that enhance creative thinking for both designers (authors) and learners. The learning material is expected to offer learners opportunities to engage creatively with mathematical problems and develop creative mathematical thinking. The analytics dashboard is designed to increase authors' awareness so that they can make informed decisions on how to redesign and improve the e-books. This paper presents architectural and design decisions on key features of the dashboard and discusses future steps with respect to the potential for exploratory data analysis.

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Cited By

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  • (2024)Interactive e-Books in Mathematics Learning: A Systematic Mapping StudyEmerging Research in Intelligent Systems10.1007/978-3-031-52255-0_24(339-352)Online publication date: 15-Mar-2024
  • (2019)Designing educational technologies in the age of AI: A learning sciences‐driven approachBritish Journal of Educational Technology10.1111/bjet.1286150:6(2824-2838)Online publication date: 21-Jul-2019
  • (2019)Awareness Tools for Teachers to Support Students’ Exploratory Learning: Challenges and DesignLearning Technologies for Transforming Large-Scale Teaching, Learning, and Assessment10.1007/978-3-030-15130-0_14(289-307)Online publication date: 25-May-2019
  • Show More Cited By

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  1. Towards analytics for educational interactive e-books: the case of the reflective designer analytics platform (RDAP)

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        LAK '16: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge
        April 2016
        567 pages
        ISBN:9781450341905
        DOI:10.1145/2883851
        Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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        Published: 25 April 2016

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        LAK '16 Paper Acceptance Rate 36 of 116 submissions, 31%;
        Overall Acceptance Rate 236 of 782 submissions, 30%

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        View all
        • (2024)Interactive e-Books in Mathematics Learning: A Systematic Mapping StudyEmerging Research in Intelligent Systems10.1007/978-3-031-52255-0_24(339-352)Online publication date: 15-Mar-2024
        • (2019)Designing educational technologies in the age of AI: A learning sciences‐driven approachBritish Journal of Educational Technology10.1111/bjet.1286150:6(2824-2838)Online publication date: 21-Jul-2019
        • (2019)Awareness Tools for Teachers to Support Students’ Exploratory Learning: Challenges and DesignLearning Technologies for Transforming Large-Scale Teaching, Learning, and Assessment10.1007/978-3-030-15130-0_14(289-307)Online publication date: 25-May-2019
        • (2017)ATCEProceedings of the Seventh International Learning Analytics & Knowledge Conference10.1145/3027385.3027413(183-187)Online publication date: 13-Mar-2017
        • (2017)Where is the evidence?Proceedings of the Seventh International Learning Analytics & Knowledge Conference10.1145/3027385.3027396(56-65)Online publication date: 13-Mar-2017
        • (2017)Teaching and Learning Analytics to Support Teacher Inquiry: A Systematic Literature ReviewLearning Analytics: Fundaments, Applications, and Trends10.1007/978-3-319-52977-6_2(25-63)Online publication date: 18-Feb-2017

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