Imagen de Portada

Digital Footprints of Academic Success: An Empirical Analysis of Moodle Logs and Traditional Factors for Student Performance

Guardado en:
Publicado en:Education Sciences vol. 15, no. 3 (2025), p. 304
Autor principal: Dalia Abdulkareem Shafiq
Otros Autores: Marjani, Mohsen, Riyaz Ahamed Ariyaluran Habeeb, Asirvatham, David
Publicado:
MDPI AG
Materias:
Malaysia
Behavior
Success
School environment
Immigrant students
Learning management systems
Online tutorials
Distance learning
Educational objectives
Academic achievement
College students
Data collection
Learning analytics
Education
College Attendance
Undergraduate Students
Distance Education
Learning Processes
Researchers
Management Systems
Behavior Patterns
Interpersonal Competence
At Risk Students
Correlation
Blended Learning
Psychological Patterns
Electronic Learning
Outcomes of Education
Educational Environment
Achievement Gains
Learner Engagement
Educational Strategies
Low Achievement
Algorithms
Acceso en línea:Citation/Abstract
Full Text + Graphics
Full Text - PDF
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
Resumen:With the wide adoption of Learning Management Systems (LMSs) in educational institutions, ample data have become available demonstrating students’ online behavior. Digital traces are widely applicable in Learning Analytics (LA). This study aims to explore and extract behavioral features from Moodle logs and examine their effect on undergraduate students’ performance. Additionally, traditional factors such as demographics, academic history, family background, and attendance data were examined, highlighting the prominent features that affect student performance. From January to April 2019, a total of 64,231 students’ Moodle logs were collected from a private university in Malaysia for analyzing students’ behavior. Exploratory Data Analysis, correlation, statistical tests, and post hoc analysis were conducted. This study reveals that age is found to be inversely correlated with student performance. Tutorial attendance and parents’ occupations play a crucial role in students’ performance. Additionally, it was found that online engagement during the weekend and nighttime positively correlates with academic performance, representing a 10% relative increase in the student’s exam score. Ultimately, it was found that course views, forum creation, overall assignment interaction, and time spent on the platform were among the top LMS variables that showed a statistically significant difference between successful and failed students. In the future, clustering analysis can be performed in order to reveal heterogeneous groups of students along with specific course-content-based logs.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15030304
Fuente:Education Database