![]() ![]() INSIGHT: A semantic visual analytics for programming discussion forums. When adaptive and visual learning analytics capabilities are incorporated, it is vital to follow minimal and well-integrated design, focus on meaningful representations for the learners and the tutors, include descriptive visual analytics, and consider incorporating adaptability characteristics. It was found that visual learning analytics coupled with some adaptability foster students’ learning awareness, support learning by reflection, and increase students’ self-confidence. This chapter presents an exploratory study, which provides valuable insights through the lens of the collected evidence from students’ use employing semistructured interviews and eye-tracking techniques. The environment monitored students’ programming progression in order to track their behavior and visualize metrics associated with it while the students developed programs in Java. To this end, this chapter discusses mechanisms of capturing and analyzing the debugging habits and the quality of the design solutions provided by the students in the context of an object-oriented programming course. However, there is no scientific evidence that there is such a thing as a visual learner! Some students might prefer doing it, but the essential ingredient of visualization to work is that it is done in an active way (by elaboration or retrieval).The focus of this case study is the usage of visualized learning analytics coupled with the provision of feedback and support provided to the students and their impact in provoking change at student programming habits. One very common learning myth states that some students are visual learners and learn better with visualization. That way, you make visualization more effective. ![]() Combine it with retrieval practice and try to write and draw from your memory. ![]() When studying the graph or visual, explain it in your words. This is called the dual-coding technique: when reading a text, make a visual out of it (graph/diagram/mindmap). The second approach may be useful if combined with explaining (elaboration) and/or retrieval. Its usefulness depends completely on the manner in which it is done.Īgain, as stated before, the first approach is not useful, especially regarding understanding. Try to come up with different ways to represent the information visually, for example, an infographic, a timeline, a cartoon strip, or a diagram of parts that work together. The second approach can, in fact, be useful, where you structure your knowledge by drawing a process, combining or contrasting ideas in a mindmap, for example, or creating graphs or diagrams. The first approach is not very useful, and therefore we will not focus on how to do that here. One important distinction in this category is whether you are visualizing something in their head for the sole purpose of remembering exactly what you are picturing, or whether you are using any kind of visualization to structure your knowledge and actively process it further. Again, the effectiveness of the strategy depends on the manner in which it is applied. On the other hand, you could also actually draw what you are learning, or create schematics or overviews. On the one hand, it can mean that while studying the textbook or article, you create an image in your head of what you are learning. ![]()
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