Interaction Preferences in Digital Learning Environments: Does Gender and Achievement Matter?

Abstract

AbstractA major criticism brought to digital learning environments was that the individual learning activities cannot be monitored consistently. However, recent advancements of educational data mining and learning analytics allow a precise tracking of learners’ activities. Previous studies focused on learners’ navigation profiles, academic achievements, or motivation, while missing a closer look at gender differences. This study focusses on the interaction preferences of N = 161 bachelor students in a digital learning environment based on their gender and achievement situation. Within the scope of this research, interactions of the learners are defined as (a) learner-content, (b) learner-discussion (learner-learner), (c) learner-tutorial, (d) learner-video, and (e) learner-assessment. Interaction preferences of the students were examined based on log data and evaluation data collected through digital instruments administered through a learning analytics system. For this purpose, adjusted residuals analysis has been conducted. Findings show that the interaction preferences of students differ throughout the study periods according to their gender and achievement situation. The findings obtained in this research can provide some initial suggestions for instructional designers of digital learning environments. Future research will include students’ individual dispositions, such as learning strategies, motivational states, and prior knowledge.KeywordsInteraction preferencesDigital learning environmentLearning analyticsGenderAchievementAdjusted residuals analysis