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Title: Do optional activities matter in virtual learning environments?
Authors: Ruipérez-Valiente, José A.
Muñoz-Merino, Pedro J.
Delgado Kloos, Carlos
Niemann, Katja
Scheffel, Maren
Keywords: optional activities
Khan Academy
learning analytics
Issue Date: Sep-2014
Publisher: Springer
Citation: Ruipérez-Valiente, J. A., Muñoz-Merino, P. J., Delgado Kloos, C., Niemann, K., & Scheffel, M. (2014). Do optional activities matter in virtual learning environments? In C. Rensing, S. de Freitas, T. Ley, & P. J. Muñoz-Merino (Eds.), Open Learning and Teaching in Educational Communities, Proceedings of the 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, LNCS 8719 (pp. 331–344). Heidelberg, Germany: Springer.
Series/Report no.: LNCS;8719
Abstract: Virtual Learning Environments (VLEs) provide students with activi-ties to improve their learning (e.g., reading texts, watching videos or solving exercises). But VLEs usually also provide optional activities (e.g., changing an avatar profile or setting goals). Some of these have a connection with the learn-ing process, but are not directly devoted to learning concepts (e.g., setting goals). Few works have dealt with the use of optional activities and the relation-ships between these activities and other metrics in VLEs. This paper analyzes the use of optional activities at different levels in a specific case study with 291 students from three courses (physics, chemistry and mathematics) using the Khan Academy platform. The level of use of the different types of optional ac-tivities is analyzed and compared to that of learning activities. In addition, the relationship between the usage of optional activities and different student be-haviors and learning metrics is presented.
Appears in Collections:1. TELI Publications, books and conference papers

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