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A content engagement score for online learning platforms

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Ahmad AslamiAuthors Info & Claims

L@S '18: Proceedings of the Fifth Annual ACM Conference on Learning at Scale

Article No.: 25, Pages 1 - 4

https://doi.org/10.1145/3231644.3231683

Published: 26 June 2018 Publication History

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Abstract

Engagement on online learning platforms is essential for user retention, learning, and performance. However, there is a paucity of research addressing latent engagement measurement using user activities. In this work in progress paper, we present a novel engagement score consisting of three sub-dimensions - cognitive engagement, emotional engagement, and behavioral engagement using a comprehensive set of user activities. We plan to evaluate our score on a large scale online learning platform and compare our score with measurements from a user survey-based engagement scale from the literature.

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Cited By

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Getenet STualaulelei E(2023)Using interactive technologies to enhance student engagement in higher education online learningJournal of Digital Learning in Teacher Education10.1080/21532974.2023.224459739:4(220-234)Online publication date: 7-Aug-2023
https://doi.org/10.1080/21532974.2023.2244597
Kahui VGenç MAgarwal NLord A(2022)Zoom lecture attendance patterns during the 2020 lockdown in New ZealandApplied Economics Letters10.1080/13504851.2022.203877430:8(1130-1133)Online publication date: 8-Feb-2022
https://doi.org/10.1080/13504851.2022.2038774
Li TCastro LDouglas KBrinton C(2021)Relationship between learning engagement metrics and learning outcomes in online engineering course2021 IEEE Frontiers in Education Conference (FIE)10.1109/FIE49875.2021.9637234(1-5)Online publication date: 13-Oct-2021
https://doi.org/10.1109/FIE49875.2021.9637234
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Information

Published In

L@S '18: Proceedings of the Fifth Annual ACM Conference on Learning at Scale

June 2018

391 pages

ISBN:9781450358866

DOI:10.1145/3231644

Conference Chair:
Rose Luckin
UCL Institute of Education, UK
,
Program Chairs:
Scott Klemmer
University of California at San Diego
,
Kenneth Koedinger
Carnegie Mellon University

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 ACM 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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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 26 June 2018

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L@S '18

L@S '18: Fifth (2018) ACM Conference on Learning @ Scale

June 26 - 28, 2018

London, United Kingdom

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L@S '18 Paper Acceptance Rate 24 of 58 submissions, 41%;

Overall Acceptance Rate 117 of 440 submissions, 27%

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Cited By

View all

Getenet STualaulelei E(2023)Using interactive technologies to enhance student engagement in higher education online learningJournal of Digital Learning in Teacher Education10.1080/21532974.2023.224459739:4(220-234)Online publication date: 7-Aug-2023
https://doi.org/10.1080/21532974.2023.2244597
Kahui VGenç MAgarwal NLord A(2022)Zoom lecture attendance patterns during the 2020 lockdown in New ZealandApplied Economics Letters10.1080/13504851.2022.203877430:8(1130-1133)Online publication date: 8-Feb-2022
https://doi.org/10.1080/13504851.2022.2038774
Li TCastro LDouglas KBrinton C(2021)Relationship between learning engagement metrics and learning outcomes in online engineering course2021 IEEE Frontiers in Education Conference (FIE)10.1109/FIE49875.2021.9637234(1-5)Online publication date: 13-Oct-2021
https://doi.org/10.1109/FIE49875.2021.9637234
Montana JMatamala-Gomez MMaisto MMavrodiev PCavalera CDiana BMantovani FRealdon O(2020)The Benefits of emotion Regulation Interventions in Virtual Reality for the Improvement of Wellbeing in Adults and Older Adults: A Systematic ReviewJournal of Clinical Medicine10.3390/jcm90205009:2(500)Online publication date: 12-Feb-2020
https://doi.org/10.3390/jcm9020500
Hershcovits HVilenchik DGal K(2020)Modeling Engagement in Self-Directed Learning Systems Using Principal Component AnalysisIEEE Transactions on Learning Technologies10.1109/TLT.2019.292290213:1(164-171)Online publication date: 1-Jan-2020
https://doi.org/10.1109/TLT.2019.2922902
Chaudhury RChilana P(2019)How Learners Engage with In-Context Retrieval Exercises in Online Informational VideosProceedings of the Sixth (2019) ACM Conference on Learning @ Scale10.1145/3330430.3333621(1-10)Online publication date: 24-Jun-2019
https://dl.acm.org/doi/10.1145/3330430.3333621
He HDong BZheng QLi GZhang MYang BCooper SLuxton-Reilly A(2019)VUCProceedings of the ACM Conference on Global Computing Education10.1145/3300115.3309514(99-105)Online publication date: 9-May-2019
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He HZheng QDi DDong B(2019)How Learner Support Services Affect Student Engagement in Online Learning EnvironmentsIEEE Access10.1109/ACCESS.2019.29105897(49961-49973)Online publication date: 2019
https://doi.org/10.1109/ACCESS.2019.2910589

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