Digital Learning and IS Curricula
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Paper Number
1174
Paper Type
Completed
Description
Educational process mining (EPM) offers new possibilities to discover, monitor, improve, or predict students’ learning processes using data about their learning activities captured in technology-mediated information systems (IS). Although EPM has recently attracted considerable research interest, there is still limited shared knowledge about the distinctive design characteristics of EPM from an integrative perspective. To address this gap, we conducted a systematic literature review to identify EPM characteristics. Building on a technology-mediated learning perspective, we develop a taxonomy that classifies EPM characteristics into four major categories (i.e., purpose, user, input, analysis). We evaluate and refine our taxonomy with ten domain experts, identified three clusters in the reviewed literature, and derived six archetypes of EPM scenarios based on our categorization. Finally, we formulate a novel research agenda to guide researchers in systematizing and synthesizing research on different technological embeddings of EPM in a students’ learning process.
Recommended Citation
Wambsganss, Thiemo; Schmitt, Anuschka; Mahnig, Thomas; Ott, Anja; Soellner, Sigitai; Ngo, Ngoc Anh; and Geyer-Klingeberg, Jerome, "The Potential of Technology-Mediated Learning Processes: A Taxonomy and Research Agenda for Educational Process Mining" (2021). ICIS 2021 Proceedings. 1.
https://aisel.aisnet.org/icis2021/diglearn_curricula/diglearn_curricula/1
The Potential of Technology-Mediated Learning Processes: A Taxonomy and Research Agenda for Educational Process Mining
Educational process mining (EPM) offers new possibilities to discover, monitor, improve, or predict students’ learning processes using data about their learning activities captured in technology-mediated information systems (IS). Although EPM has recently attracted considerable research interest, there is still limited shared knowledge about the distinctive design characteristics of EPM from an integrative perspective. To address this gap, we conducted a systematic literature review to identify EPM characteristics. Building on a technology-mediated learning perspective, we develop a taxonomy that classifies EPM characteristics into four major categories (i.e., purpose, user, input, analysis). We evaluate and refine our taxonomy with ten domain experts, identified three clusters in the reviewed literature, and derived six archetypes of EPM scenarios based on our categorization. Finally, we formulate a novel research agenda to guide researchers in systematizing and synthesizing research on different technological embeddings of EPM in a students’ learning process.
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