Projects per year
This study investigates the degree to which textual complexity indices applied on students’ online contributions, corroborated with a longitudinal analysis performed on their weekly posts, predict academic performance. The source of student writing consists of blog and microblog posts, created in the context of a project-based learning scenario run on our eMUSE platform. Data is collected from six student cohorts, from six consecutive installments of the Web Applications Design course, comprising of 343 students. A significant model was obtained by relying on the textual complexity and longitudinal analysis indices, applied on the English contributions of 148 students that were actively involved in the undertaken projects.
|Title of host publication||11th European Conference on Technology Enhanced Learning (EC-TEL 2016)|
|Subtitle of host publication||Adaptive and Adaptable Learning|
|Editors||Katrien Verbert, Mike Sharples, Tomaž Klobucar|
|Publication status||Published - 27 Sept 2016|
|Event||11th European Conference on Technology Enhanced Learning (EC-TEL 2016): Adaptive and Adaptable Learning - Lyon, France|
Duration: 13 Sept 2016 → 16 Sept 2016
|Conference||11th European Conference on Technology Enhanced Learning (EC-TEL 2016)|
|Abbreviated title||EC-TEL 2016|
|Period||13/09/16 → 16/09/16|
- social media
- textual complexity assessment
- longitudinal analysis
- academic performance
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Rage: Realising an Applied Gaming Eco-system
Westera, W., Georgiadis, K., Saveski, G., van Lankveld, G., Bahreini, K., van der Vegt, W., Berkhout, J., Nyamsuren, E., Kluijfhout, E. & Nadolski, R.
1/02/15 → 31/07/19