Exploring the Effects of Applying Learning Analytics for Teaching Procedural Skills in Health Sciences Education

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dc.article.number103302
dc.contributor.authorVillagrán I.
dc.date.accessioned2024-11-01T07:00:21Z
dc.date.available2024-11-01T07:00:21Z
dc.date.issued2021
dc.description.abstract© 2021 ACM.In Health Science Education (HSE), students must demonstrate technical skills in many procedures. However, traditional teaching methodologies limit the possibilities for personalized feedback from an instructor and generally do not allow students to achieve the required proficiency levels. Concerning this, technology has been installed as a learning resource with numerous benefits that allow new multidisciplinary lines of research, such as learning analytics (LA) and educational data mining (EDM). Both LA and EDM seek to improve educational practice based on the intensive use of educational data, such as analyzing online learning patterns, creating performance predictions, and incorporating artificial intelligence techniques. There is a range of possibilities in applying LA and EDM in teaching procedural skills that have not yet been explored. For this reason, this study aims to answer (1) How the educational data explain the development of procedural skills in virtual environments to support the teaching-learning process in Health Science Education?; and (2) How automatic feedback and adaptive personalization affect the performance and instructional design of the procedural skills learning process of health science students? We expect that this study contributes to the field of technical skills learning mediated by technology in higher education by using the data provided by the interaction of students with virtual resources to support educational decision-making and optimize the teaching and learning processes in HSE.
dc.description.funderANID
dc.description.funderHealth Science Department, Faculty of Medicine
dc.description.funderNational Agency for Research and Development
dc.description.funderPontificia Universidad Católica de Chile
dc.format.extent302 páginas
dc.fuente.origenScopus
dc.identifier.doi10.1145/3462204.3481799
dc.identifier.eisbn978-9978-10-270-1
dc.identifier.eissn19882041
dc.identifier.issn19882041 15791726
dc.identifier.pubmedidMEDLINE:34479345
dc.identifier.scopusidSCOPUS_ID:85118545768
dc.identifier.urihttps://doi.org/10.1145/3462204.3481799
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88421
dc.identifier.wosidWOS:000691389000011
dc.information.autorucFacultad de Medicina; Villagran Gutierrez, Ignacio Andrés; S/I; 1039444
dc.issue.numero4
dc.language.isoen
dc.nota.accesoSin adjunto
dc.pagina.final302
dc.pagina.inicio299
dc.relation.ispartofProceedings of the ACM Conference on Computer Supported Cooperative Work, CSCW
dc.revistaProceedings of the ACM Conference on Computer Supported Cooperative Work, CSCW
dc.rightsAcceso cerrado
dc.subjectAdaptative learning
dc.subjectEducational data mining
dc.subjectHealth science education
dc.subjectLearning analytics
dc.subjectProcedural skills
dc.titleExploring the Effects of Applying Learning Analytics for Teaching Procedural Skills in Health Sciences Education
dc.typecomunicación de congreso
dc.volumen44
sipa.codpersvinculados1039444
sipa.indexScopus
sipa.trazabilidadCarga WOS-SCOPUS;01-11-2024
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