Utilising behavioural analytics in a blended programming learning environment

Yancy Vance Paredes, Po Kai Huang, I. Han Hsiao

Research output: Contribution to journalArticlepeer-review


In this work, we study students' behaviours from a blended programming learning environment that integrates learning analytics across physical and digital learning spaces. We designed a classroom study and collected data from a computer science class. Students' reviewing and reflecting behaviours, based on the use of a home-grown educational technology were tracked and modelled. Moreover, students' reviewing efforts, in terms of frequency, timing, and the associations with their academic performances were analysed. Results showed that high- and low-level students had distinct reviewing strategies. High-level students were more vigilant in reviewing. When they reviewed persistently, they achieved higher academic performances. Overall, students put extra emphasis on reviewing prior to the exams and the efforts demonstrated the desire to review formal assessments regardless of if they were graded for academic performance. In addition, all students paid more attention to reviewing quizzes and exams toward the end of the semester.

Original languageEnglish (US)
JournalNew Review of Hypermedia and Multimedia
StateAccepted/In press - Jan 1 2019


  • formal assessment
  • Multimodal learning analytics
  • programming learning
  • reviewing behaviour

ASJC Scopus subject areas

  • Information Systems
  • Media Technology
  • Computer Science Applications


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