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ERIC Number: EJ1439949
Record Type: Journal
Publication Date: 2024-Aug
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: EISSN-1573-7608
Enhancing Historical Thinking through Learning Analytics in Primary Education: A Bridge to Formative Assessment
Sergio Tirado-Olivares; Carlota López-Fernández; José Antonio González-Calero; Ramón Cózar-Gutiérrez
Education and Information Technologies, v29 n12 p14789-14813 2024
History teaching from early educational stages not only should assess the student's ability to memorise historical content, but also their ability to think historically. Traditional summative tests do not enable teachers to continuously monitor the progress of students. This study evaluates the effect in history learning of incorporating learning analytics (LA) in terms of academic achievement and self-efficacy. Seventy-six elementary students aged 10-12 years old participated in the study. The results indicate that the integration of LA particularly helped students with low historical knowledge and enabled the prediction of academic achievement, especially in historical thinking. The results also highlight the disparity between students' knowledge and students' self-efficacy during the lessons, and what they demonstrate in exams, indicating the need to incorporate tasks before exams that allow students to identify their limitations and misconceptions. These results suggest that LA in history teaching may provide teachers with useful information for formative assessment.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A