Characteristics of students’ learning behavior preferences — an analysis of self-commentary data based on the LDA model

Abstract

How to better grasp students’ learning preferences in the environment of rapid development of engineering and science and technology so as to guide them to high-quality learning is one of the important research topics in the field of educational technology research today. In order to achieve this goal, this paper utilizes the LDA (Latent Dirichlet Allocation) model for text mining of the survey results on the basis of a survey on students’ self-perception evaluation. The results show that the LDA model is capable of extracting terms from text, fuzzy identifying groups of students at different levels and presenting potential logical relationships between the groups, and further analyzing the learning preferences of students at different levels for IT courses. Based on the student’s learning needs, this paper proposes recommendations for developing students’ learning effectiveness. The LDA method proposed in this paper is a feasible and effective method for assessing students’ learning dynamics as it generates cognitive content about students’ learning and allows for the timely discovery of students’ learning expectations and cutting-edge dynamics.