Utilizing Learning-Analytics-Based Activities as a Bridge to Enhance Elementary Students' Mathematical Learning
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Resumo
Decimal misconceptions are a persistent challenge in mathematics education, often hindering students' long-term understanding. This study examines how learning analytics (LA) can be effectively integrated into instructional sequences to address these misconceptions, providing teachers with real-time insights for formative assessment. Despite the growing presence of technology in education, LA remains underutilized at the primary level. The study involved 235 fifth- and sixth-grade students completing decimal number tasks through a Moodle-based platform. Students were assigned to one of three conditions: tasks based on correct examples (CE tasks, n = 79), erroneous examples (n = 80), or no tasks (control group, n = 76). Results indicate that example-based tasks significantly improve learning outcomes, particularly for students with lower prior knowledge, who benefited more from CE tasks. LA data effectively predicted student performance, demonstrating its potential as a formative assessment tool. Importantly, results suggest that the observed effects were consistent across male and female students. These findings highlight the need to integrate LA into daily teaching practice, enabling educators to identify misconceptions and tailor instruction accordingly. Given the positive student reception and the efficiency of LA-driven interventions, this study underscores its relevance for policy decisions aimed at enhancing mathematics education in primary schools.
Dados da obra
- Tipo
- Artigo
- Periódico
- IEEE Transactions on Learning Technologies
- Ano
- 2025
- Idioma
- en
- Palavras-chave
- Learning Analytics; Elementary School Students; Elementary School Mathematics; Mathematics Education; Grade 5; Grade 6; Arithmetic; Learning Management Systems; Mathematics Achievement; Student Evaluation; Formative Evaluation; Gender Differences; Misconceptions
- Temas
- Avaliação, Práticas Pedagógicas
- Acesso
- Metadados apenas
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
TIRADO-OLIVARES, Sergio et al.. Utilizing Learning-Analytics-Based Activities as a Bridge to Enhance Elementary Students' Mathematical Learning. IEEE Transactions on Learning Technologies, 2025. Disponível em: http://dx.doi.org/10.1109/TLT.2025.3570979. Acesso em: 5 nov. 2026.
APA
Tirado-Olivares, S., Minguez-Pardo, R., Olmo-Munoz, J. d., & Gonzalez-Calero, J. A. (2025). Utilizing Learning-Analytics-Based Activities as a Bridge to Enhance Elementary Students' Mathematical Learning. IEEE Transactions on Learning Technologies. http://dx.doi.org/10.1109/TLT.2025.3570979
BibTeX
@article{tiradoolivares2025,
author = {Tirado-Olivares, Sergio and Minguez-Pardo, Rocio and Olmo-Munoz, Javier del and Gonzalez-Calero, Jose A.},
title = {Utilizing Learning-Analytics-Based Activities as a Bridge to Enhance Elementary Students' Mathematical Learning},
year = {2025},
journal = {IEEE Transactions on Learning Technologies},
url = {http://dx.doi.org/10.1109/TLT.2025.3570979},
language = {en}
}RIS
TY - JOUR AU - Tirado-Olivares, Sergio AU - Minguez-Pardo, Rocio AU - Olmo-Munoz, Javier del AU - Gonzalez-Calero, Jose A. TI - Utilizing Learning-Analytics-Based Activities as a Bridge to Enhance Elementary Students' Mathematical Learning PY - 2025 JO - IEEE Transactions on Learning Technologies UR - http://dx.doi.org/10.1109/TLT.2025.3570979 LA - en ER -
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