Evaluating Pedagogical Incentives in Undergraduate Computing: A Mixed Methods Approach Using Learning Analytics

Core Concepts

Assessing the impact of pedagogical incentives on student engagement in undergraduate computing.

Abstract

The content discusses a study evaluating the effectiveness of new pedagogical incentives in a first-year undergraduate computing module at University College London. The study combines learning analytics with qualitative data to assess student engagement. It introduces an interpretable model for student engagement and highlights the importance of communication in blended learning environments. The paper is structured into sections covering literature review, methodology, results, and discussion.
Structure:

Introduction to the study post-COVID-19 challenges.
Overview of resource interactions through Bayesian network analysis.
Focus group discussions on student perceptions.
Introduction of an actionable model for student engagement.
Implications for educational practices and research.

Stats

A longitudinal overview of resource interactions is mapped through Bayesian network analysis of Moodle activity logs from 204 students.
Early resource engagement is identified as a predictive indicator of continued engagement.
New incentives disproportionately benefit highly engaged students.

Quotes

"There’s no consequence; you don’t need to submit it. It’s just more like holding yourself accountable."
"To be honest, I’m not aware of any weekly feedback."
"This is the kind of module that needs a large amount of time to study by ourselves."

Key Insights Distilled From

Evaluating Pedagogical Incentives in Undergraduate Computing

by Laura J. Joh... at arxiv.org 03-25-2024

https://arxiv.org/pdf/2403.14686.pdf

Deeper Inquiries

How can educators effectively sustain engagement among all students, not just highly engaged ones?

To sustain engagement among all students, educators need to implement targeted strategies that cater to diverse levels of engagement. One approach could be integrating incentives into the grading system to motivate participation from all students. By providing grades for effort or completion of tasks, educators can encourage even those who may not be naturally inclined to engage actively. Additionally, creating a supportive and inclusive learning environment where every student feels valued and heard can enhance overall engagement. Educators should also consider offering varied resources and activities that appeal to different learning styles and preferences, ensuring that there is something for everyone in the curriculum.

What are the potential consequences of overlooking critical aspects of student experience when relying solely on quantitative data?

When relying solely on quantitative data without considering critical aspects of student experience, there are several potential consequences. Firstly, important nuances in student behavior and perceptions may be missed, leading to an incomplete understanding of the factors influencing engagement and learning outcomes. This oversight could result in ineffective interventions or strategies being implemented based on incomplete information. Moreover, neglecting qualitative insights may lead to a lack of empathy towards students' needs and challenges, hindering efforts to create a supportive educational environment tailored to their requirements.

How can the findings from this study be applied to improve pedagogical practices in other educational settings?

The findings from this study offer valuable insights that can be applied across various educational settings to enhance pedagogical practices. Educators can use the framework introduced in this research – combining advanced learning analytics with qualitative insights – as a model for evaluating student engagement patterns comprehensively. By adapting this mixed methods approach, institutions can better understand how pedagogical changes impact student behaviors and adjust their teaching strategies accordingly. The emphasis on early resource engagement as a predictor of sustained participation highlights the importance of designing courses that capture students' interest from the beginning while promoting diversified interactions with course materials throughout the term.