ABSTRACT
With long-term impact of COVID-19 on education, online interactive live courses have been an effective method to keep learning and teaching from being interrupted, attracting more and more attention due to their synchronous and real-time interaction. However, there is no suitable method for predicting academic performance for students participating in online class. Five machine learning models are employed to predict academic performance of an engineering mechanics course, taking online learning behaviors, comprehensive performance as input and final exam scores (FESs) as output. The analysis shows the gradient boosting regression model achieves the best performance with the highest correlation coefficient (0.7558), and the lowest RMSE (9.3595). Intellectual education score (IES) is the most important factor of comprehensive performance while the number of completed assignment (NOCA), the live viewing rate (LVR) and the replay viewing rate (RVR) of online learning behaviors are the most important factors influencing FESs. Students with higher IES are more likely to achieve better academic performance, and students with lower IES but higher NOCA tend to perform better. Our study can provide effective evidences for teachers to adjust teaching strategies and provide precise assistance for students at risk of academic failure in advance.
ABSTRACT
With long-term impact of COVID-19 on education, online interactive live courses have been an effective method to keep learning and teaching from being interrupted, attracting more and more attention due to their synchronous and real-time interaction. However, there is no suitable method for predicting academic performance for students participating in online class. Five machine learning models are employed to predict academic performance of an engineering mechanics course, taking online learning behaviors, comprehensive performance as input and final exam scores (FESs) as output. The analysis shows the gradient boosting regression model achieves the best performance with the highest correlation coefficient (0.7558), and the lowest RMSE (9.3595). Intellectual education score (IES) is the most important factor of comprehensive performance while the number of completed assignment (NOCA), the live viewing rate (LVR) and the replay viewing rate (RVR) of online learning behaviors are the most important factors influencing FESs. Students with higher IES are more likely to achieve better academic performance, and students with lower IES but higher NOCA tend to perform better. Our study can provide effective evidences for teachers to adjust teaching strategies and provide precise assistance for students at risk of academic failure in advance. [ FROM AUTHOR]
ABSTRACT
Students' success is the ultimate goal of any institution around the world. Early detection of at-risk students can facilitate the instructor or tutor to provide timely support to those at risk of failing the course. In a traditional face-to-face classroom, students can monitor learning patterns in routine interactions. However, teachers in the online classroom have limited information, compared with the face-to-face classroom, to detect students in trouble due to the lack of instance interactions between teachers and students. Particularly, such a problem has become worse than ever since 2020, as online teaching and learning are ubiquitous in the Post-COVID19 Era. In this work, we aim to predict if the student obtains a low course grade based on their behavioral patterns in continuous assessments, which are easy-to-retrieve attributes and available in most e-learning systems. We leverage the ratio of assessment grade to the time spent on the assessment as a useful feature in the machine-learning prediction framework. Experiments on real-world datasets indicate that such a ratio can improve the accuracy of detecting at-risk students. © 2022 IEEE.