Using Process Mining to Analyze Tasks Involvement and Collaboration in a Student Generated Questions Activity

  1. César Domínguez 1
  2. Arturo Jaime 1
  3. Beatriz Pérez 1
  4. Ángel Luis Rubio 1
  5. María A. Zapata 2
  1. 1 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

  2. 2 Universidad de Zaragoza
    info

    Universidad de Zaragoza

    Zaragoza, España

    ROR https://ror.org/012a91z28

Actas:
16th International Conference on Computer-Supported Collaborative Learning (CSCL). Proceedings

Editorial: International Society of the Learning Sciences

ISSN: 1573-4552

ISBN: 978-1-7373306-8-4

Año de publicación: 2023

Páginas: 19-26

Congreso: 16th International Conference on Computer-Supported Collaborative Learning (CSCL). Montreal, Canada, June 10-15, 2023

Tipo: Aportación congreso

GOOGLE SCHOLAR lock_openAcceso abierto editor
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Resumen

In a subject where individual tasks are intermingled with collaborative tasks,complex learning dynamics emerge. When these tasks are performed using a computer tool, thestudent’s interactions leave some evidence traces in the tool. Process mining techniques allowus to analyze these traces and discover and understand these learning dynamics. In this work,we applied process mining to the traces of a computer tool used to implement a student-generated questions activity, in which students propose questions and improve them throughcollaboration with other students. The study has provided insight into the work habits of thestudents. It has also shown that students with greater involvement in the activity obtain betteracademic results. Moreover, some student deviations from the intended process have beendetected and an unexpected tendency towards non-collaborative behaviors has also beenidentified, resulting in an unforeseen aspect of intergroup competition within the activity.

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