Analyzing the Behavior of Students Regarding Learning Activities, Badges, and Academic Dishonesty in MOOC Environments
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The 'big data' scene has brought new improvement opportunities to most products and services, including education. Web-based learning has become very widespread over the last decade, which in conjunction with the MOOC phenomenon, it has enabled the collection of large and rich data samples regarding the interaction of students with these educational online environments. We have detected different areas in the literature that still need improvement and more research studies. Particularly, in the context of MOOC and SPOC, where we focus our data analysis on the platforms Khan Academy, Open edX and Coursera. More specifically, we are going to work towards learning analytics visualization dashboards, carrying out an evaluation of these visual analytics tools. Additionally, we will delve into the activity and behavior of students with regular and optional activities, badges and their online academically dishonest conduct. The analysis of activity and behavior of students is divided first in exploratory analysis providing descriptive and inferential statistics, like correlations and group comparisons, as well as numerous visualizations that facilitate conveying understandable information. Second, we apply clustering analysis to find different profiles of students for different purposes e.g., to analyze potential adaptation of learning experiences and pedagogical implications. Third, we also provide three machine learning models, two of them to predict learning outcomes (learning gains and certificate accomplishment) and one to classify submissions as illicit or not. We also use these models to discuss about the importance of variables. Finally, we discuss our results in terms of the motivation of students, student profiling, instructional design, potential actuators and the evaluation of visual analytics dashboards providing different recommendations to improve future educational experiments.