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Adopting trust in learning analytics infrastructure. A structured literature review Ciordas-Hertel, George-Petru; Schneider, Jan; Drachsler, Hendrik Zeitschriftenbeitrag | In: Journal of Universal Computer Science | 2019 39807 Endnote: Autor*innen: Ciordas-Hertel, George-Petru; Schneider, Jan; Drachsler, Hendrik
Titel: Adopting trust in learning analytics infrastructure. A structured literature review
In: Journal of Universal Computer Science, 25 (2019) 13, S. 1668-1686
URL: http://www.jucs.org/jucs_25_13/adopting_trust_in_learning/jucs_25_13_1668_1686_hertel.pdf
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: Lernprozess; Bildung; E-Learning; Datenanalyse; Software; Infrastruktur; Datenschutz; Privatsphäre; Vertrauen; Datenschutzgesetz; Europäische Union; Literaturbericht
Abstract: One key factor for the successful outcome of a Learning Analytics (LA) infrastructure is the ability to decide which software architecture concept is necessary. Big Data can be used to face the challenges LA holds. Additional challenges on privacy rights are introduced to the Europeans by the General Data Protection Regulation (GDPR). Beyond that, the challenge of how to gain the trust of the users remains. We found diverse architectural concepts in the domain of LA. Selecting an appropriate solution is not straightforward. Therefore, we conducted a structured literature review to assess the state-of-the-art and provide an overview of Big Data architectures used in LA. Based on the examination of the results, we identify common architectural components and technologies and present them in the form of a mind map. Linking the findings, we are proposing an initial approach towards a Trusted and Interoperable Learning Analytics Infrastructure (TIILA). (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Detecting mistakes in CPR training with multimodal data and neural networks Di Mitri, Daniele; Schneider, Jan; Specht, Marcus; Drachsler, Hendrik Zeitschriftenbeitrag | In: Sensors | 2019 39363 Endnote: Autor*innen: Di Mitri, Daniele; Schneider, Jan; Specht, Marcus; Drachsler, Hendrik
Titel: Detecting mistakes in CPR training with multimodal data and neural networks
In: Sensors, 19 (2019) 14, S. 3099
DOI: 10.3390/s19143099
URL: https://www.mdpi.com/1424-8220/19/14/3099
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: Neuropsychologie; Psychomotorik; Praktisches Lernen; Student; Medizin; Lernprozess; Datenanalyse; Computerprogramm; Messung; Fehler; Feedback; Automatisierung; Tutorensystem; Validität; Indikator
Abstract: This study investigated to what extent multimodal data can be used to detect mistakes during Cardiopulmonary Resuscitation (CPR) training. We complemented the Laerdal QCPR ResusciAnne manikin with the Multimodal Tutor for CPR, a multi-sensor system consisting of a Microsoft Kinect for tracking body position and a Myo armband for collecting electromyogram information. We collected multimodal data from 11 medical students, each of them performing two sessions of two-minute chest compressions (CCs). We gathered in total 5254 CCs that were all labelled according to five performance indicators, corresponding to common CPR training mistakes. Three out of five indicators, CC rate, CC depth and CC release, were assessed automatically by the ReusciAnne manikin. The remaining two, related to arms and body position, were annotated manually by the research team. We trained five neural networks for classifying each of the five indicators. The results of the experiment show that multimodal data can provide accurate mistake detection as compared to the ResusciAnne manikin baseline. We also show that the Multimodal Tutor for CPR can detect additional CPR training mistakes such as the correct use of arms and body weight. Thus far, these mistakes were identified only by human instructors. Finally, to investigate user feedback in the future implementations of the Multimodal Tutor for CPR, we conducted a questionnaire to collect valuable feedback aspects of CPR training. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Überzeugungen von Lehrkräften, Adaptivität des Unterrichts und Lernergebnisse im Fach Englisch Dohrmann, Julia; Feldhoff, Tobias; Steinert, Brigitte; Klieme, Eckhard Zeitschriftenbeitrag | In: Zeitschrift für Pädagogik | 2019 38911 Endnote: Autor*innen: Dohrmann, Julia; Feldhoff, Tobias; Steinert, Brigitte; Klieme, Eckhard
Titel: Überzeugungen von Lehrkräften, Adaptivität des Unterrichts und Lernergebnisse im Fach Englisch
In: Zeitschrift für Pädagogik, 65 (2019) 1, S. 56-72
DOI: 10.25656/01:23927
URN: urn:nbn:de:0111-pedocs-239279
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-239279
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Deutsch
Schlagwörter: Englischunterricht; Lehrer; Überzeugung; Adaptiver Unterricht; Schulform; Schüler; Wohlbefinden; Einflussfaktor; Schülerleistung; Bildungsgeschichte; Geschichte <Histor>; Datenanalyse; 20. Jahrhundert; Hessen; Niedersachsen; Nordrhein-Westfalen; Deutschland-BRD
Abstract: Basierend auf der Drei-Länder-Studie von Helmut Fend wurden Zusammenhänge zwischen allgemeinen pädagogischen Überzeugungen von Lehrkräften, der Adaptivität des Unterrichtshandelns und Ergebnissen von Schüler*innen (Leistung und Wohlfühlen) im Englischunterricht untersucht. Ferner wurde analysiert, ob letzterer Zusammenhang über adaptives Unterrichtshandeln der Lehrkräfte vermittelt ist. Die Ergebnisse zeigen eine Beziehung zwischen Überzeugungen und Adaptivität. Der Zusammenhang der Überzeugungen mit dem Wohlfühlen der Schüler*innen im Englischunterricht wird über die Adaptivität des Unterrichts vermittelt. Bei der Englischleistung konnte keine Vermittlung identifiziert werden. (DIPF/Orig.)
Abstract (english): The study examines correlations between pedagogical teachers' beliefs, adaptive teaching in English lessons, and students' learning outcomes (achievement and well-being). The research question asks whether the latter connection is mediated by adaptive teaching. The study is based on the 'Drei-Länder-Studie' by Helmut Fend. The results show that pedagogical beliefs are related to adaptivity. The connection between these beliefs and the well-being of the students in English lessons is mediated by adaptivity but for the students' English achievement no mediation by adaptivity occurs. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

The many (subtle) ways parents game the system. Mixed-method evidence on the transition into […] Dumont, Hanna; Klinge, Denise; Maaz, Kai Zeitschriftenbeitrag | In: Sociology of Education | 2019 39085 Endnote: Autor*innen: Dumont, Hanna; Klinge, Denise; Maaz, Kai
Titel: The many (subtle) ways parents game the system. Mixed-method evidence on the transition into secondary-school tracks in Germany
In: Sociology of Education, 92 (2019) 2, S. 199-228
DOI: 10.1177/0038040719838223
URN: urn:nbn:de:0111-pedocs-177596
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-177596
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: Primarbereich; Sekundarbereich; Übergang; Soziale Ungleichheit; Familie; Soziale Herkunft; Sozioökonomische Lage; Reproduktion; Sozialkapital; Kulturelles Kapital; Schulwahl; Schulsystem; Gymnasium; Integrierte Sekundarschule; Befragung; Schülerleistungstest; Empfehlung; Schulnoten; Bildungsaspiration; Regressionsanalyse; Pfadanalyse; Eltern; Narratives Interview; Dokumentarische Methode; Mixed-Methods-Design; Empirische Untersuchung; Berlin; Deutschland
Abstract: We analyze the subtle mechanisms at work in the interaction between families and schools that underlie social inequalities at the transition point from elementary school into secondary-school tracks in Berlin, Germany. We do so by combining quantitative data from a large-scale survey and assessment study (N = 3,935 students and their parents) with qualitative data from in-depth interviews with parents (N = 25) collected during the 2010-11, 2011-12, and 2012-13 school years. The quantitative analyses show that students from high-socioeconomic status (SES) families were more likely to enter the academic track than were students from low-SES families, even if they performed equally well on a standardized achievement test, had the same grades in school, and received the same track recommendation from their teachers. The qualitative analyses illustrate the many ways in which parents intervene during the transition process, with high-SES parents having particularly effective ways of getting what they want for their children. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

Analyzing the developmental relation of academic self-concept and achievement in elementary school […] Ehm, Jan-Henning; Hasselhorn, Marcus; Schmiedek, Florian Zeitschriftenbeitrag | In: Developmental Psychology | 2019 39769 Endnote: Autor*innen: Ehm, Jan-Henning; Hasselhorn, Marcus; Schmiedek, Florian
Titel: Analyzing the developmental relation of academic self-concept and achievement in elementary school children. Alternative models point to different results
In: Developmental Psychology, 55 (2019) 11, S. 2336-2351
DOI: 10.1037/dev0000796
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: Selbstkonzept; Einflussfaktor; Schülerleistung; Grundschule; Grundschüler; Lesen; Lesekompetenz; Messverfahren; Panel; Modell; Methode; Unterschied; Leistungstest; Schulnoten; Vergleich; Längsschnittuntersuchung; Analyse; Baden-Württemberg; Deutschland
Abstract: The association between academic self-concept and achievement is assumed to be reciprocal. Typically, the association is analyzed by variants of the classical cross-lagged panel model. Results with more recently developed methodological approaches, for example, the random intercept cross-lagged panel model, its continuous-time implementation, and the latent change score model, are not available so far. The present study aimed to test the association between reading self-concept and reading achievement with different models to evaluate whether positive cross-lagged effects can be demonstrated with the alternative models. Drawing on a sample of 2,014 elementary students from Grade 1 to Grade 4, results of alternative models yielded noticeable differences. Support for reciprocal effects between reading self-concept and reading achievement was found using the classical and the full-forward cross-lagged panel models. No such effects were found in the other models. Thus, the reciprocal effect model can be called into question for elementary schoolchildren. The results are discussed with regard to the theoretical assumptions and appropriate methodological approaches. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Exploring factors underlying children's acquisition and retrieval of sound-symbol association skills Ehm, Jan-Henning; Lonnemann, Jan; Brandenburg, Janin; Huschka, Sina Simone; Hasselhorn, Marcus; […] Zeitschriftenbeitrag | In: Journal of Experimental Child Psychology | 2019 38561 Endnote: Autor*innen: Ehm, Jan-Henning; Lonnemann, Jan; Brandenburg, Janin; Huschka, Sina Simone; Hasselhorn, Marcus; Lervåg, Arne
Titel: Exploring factors underlying children's acquisition and retrieval of sound-symbol association skills
In: Journal of Experimental Child Psychology, 177 (2019) , S. 86-99
DOI: 10.1016/j.jecp.2018.07.006
URL: https://www.sciencedirect.com/science/article/pii/S0022096518300389
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: Kind; Kindergarten; Lesenlernen; Lautbildung; Assoziation; Symbol; Phonologie; Rechtschreibung; Feedback; Arbeitsgedächtnis; Test; Einsprachigkeit; Bilingualismus; Visuelle Wahrnehmung; Auditive Wahrnehmung; Einflussfaktor; Strukturgleichungsmodell; Regressionsanalyse
Abstract (english): Letter knowledge is considered an important cognitive foundation for learning to read. The underlying mechanisms of the association between letter knowledge and reading skills are, however, not fully understood. Acquiring letter knowledge depends on the ability to learn and retrieve sound-symbol pairings. In the current study, this process was explored by setting preschool children's (N = 242, mean age = 5.57 years) performance in the acquisition and retrieval of a paired associate learning (PAL) task in relation to their letter knowledge as well as to their performance in tasks assessing precursors of reading skills (i.e., phonological awareness, rapid automatized naming, phonological short-term memory, backward recall, and response inhibition). Multiple regression analyses revealed that performance in the acquisition of the PAL task was significantly associated with phonological awareness and backward recall, whereas performance in the retrieval of the PAL task was significantly associated with rapid automatized nam- ing, phonological awareness, and backward recall. Moreover, PAL proved to be mediating the relation between reading precursors and letter knowledge. Together, these findings indicate that the acquisition of letter knowledge may depend on a visual-verbal associative learning mechanism and that different factors contribute to the acquisition and retrieval of such visual-verbal associations. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Validating test score interpretations using time information Engelhardt, Lena; Goldhammer, Frank Zeitschriftenbeitrag | In: Frontiers in Psychology | 2019 39162 Endnote: Autor*innen: Engelhardt, Lena; Goldhammer, Frank
Titel: Validating test score interpretations using time information
In: Frontiers in Psychology, (2019) , S. 10:1131
DOI: 10.3389/fpsyg.2019.01131
URN: urn:nbn:de:0111-dipfdocs-174371
URL: http://www.dipfdocs.de/volltexte/2020/17437/pdf/fpsyg-2019_may_Engelhardt_Goldhammer_Validating_test_score_interpretations_using_time_information_A.pdf
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: Strukturgleichungsmodell; Empirische Untersuchung; Deutschland; Test; Validität; Computerunterstütztes Verfahren; Aufgabe; Antwort; Zeit; Fertigkeit; Kognitive Prozesse; Kognitive Kompetenz; Lesekompetenz; Denken; Leistungstest; PIAAC <Programme for the International Assessment of Adult Competencies>; Datenanalyse
Abstract (english): A validity approach is proposed that uses processing times to collect validity evidence for the construct interpretation of test scores. The rationale of the approach is based on current research of processing times and on classical validity approaches, providing validity evidence based on relationships with other variables. Within the new approach, convergent validity evidence is obtained if a component skill, that is expected to underlie the task solution process in the target construct, positively moderates the relationship between effective speed and effective ability in the corresponding target construct. Discriminant validity evidence is provided if a component skill, that is not expected to underlie the task solution process in the target construct, does indeed not moderate the speed-ability relation in this target construct. Using data from a study that follows up the German PIAAC sample, this approach was applied to reading competence, assessed with PIAAC literacy items, and to quantitative reasoning, assessed with Number Series. As expected from theory, the effect of speed on ability in the target construct was only moderated by the respective underlying component skill, that is, word meaning activation skill as an underlying component skill of reading competence, and perceptual speed as an underlying component skill of reasoning. Accordingly, no positive interactions were found for the component skill that should not underlie the task solution process, that is, word meaning activation for reasoning and perceptual speed for reading. Furthermore, the study shows the suitability of the proposed validation approach. The use of time information in association with task results brings construct validation closer to the actual response process than widely used correlations of test scores. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Schul- und Unterrichtsqualität am Ende der 1970er Jahre. Re-Analysen der "Drei-Länder-Studie" von […] Feldhoff, Tobias; Klieme, Eckhard; Reh, Sabine Zeitschriftenbeitrag | In: Zeitschrift für Pädagogik | 2019 39382 Endnote: Autor*innen: Feldhoff, Tobias; Klieme, Eckhard; Reh, Sabine
Titel: Schul- und Unterrichtsqualität am Ende der 1970er Jahre. Re-Analysen der "Drei-Länder-Studie" von Helmut Fend. Einführung in den Thementeil
In: Zeitschrift für Pädagogik, 65 (2019) 1, S. 1-5
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Deutsch
Schlagwörter: 20. Jahrhundert; Bildungsgeschichte; Datenanalyse; Einführung; Geschichte <Histor>; Qualität; Schule; Unterricht
DIPF-Abteilung: Bibliothek für Bildungsgeschichtliche Forschung; Bildungsqualität und Evaluation

Cross-cultural comparability of noncognitive constructs in TIMSS and PISA He, Jia; Barrera-Pedemonte, Fabian; Buchholz, Janine Zeitschriftenbeitrag | In: Assessment in Education | 2019 38403 Endnote: Autor*innen: He, Jia; Barrera-Pedemonte, Fabian; Buchholz, Janine
Titel: Cross-cultural comparability of noncognitive constructs in TIMSS and PISA
In: Assessment in Education, 26 (2019) 4, S. 369-385
DOI: 10.1080/0969594X.2018.1469467
URL: https://www.tandfonline.com/doi/full/10.1080/0969594X.2018.1469467
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: PISA <Programme for International Student Assessment>; TIMSS <Third International Mathematics and Science Study>; Schülerleistung; Leistungsmessung; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Freude; Motivation; Schule; Identifikation <Psy>; Sekundarstufe I; Schüler; Messverfahren; Vergleich; Item-Response-Theory; Faktorenanalyse; OECD-Länder
Abstract: Noncognitive assessments in Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study share certain similarities and provide complementary information, yet their comparability is seldom checked and convergence not sought. We made use of student self-report data of Instrumental Motivation, Enjoyment of Science and Sense of Belonging to School targeted in both surveys in 29 overlapping countries to (1) demonstrate levels of measurement comparability, (2) check convergence of different scaling methods within survey and (3) check convergence of these constructs with student achievement across surveys. We found that the three scales in either survey (except Sense of Belonging to School in PISA) reached at least metric invariance. The scale scores from the multigroup confirmatory factor analysis and the item response theory analysis were highly correlated, pointing to robustness of scaling methods. The correlations between each construct and achievement was generally positive within each culture in each survey, and the correlational pattern was similar across surveys (except for Sense of Belonging), indicating certain convergence in the cross-survey validation. We stress the importance of checking measurement invariance before making comparative inferences, and we discuss implications on the quality and relevance of these constructs in understating learning. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Kompetenzen von Schülerinnen und Schülern an Schulen in privater und öffentlicher Trägerschaft Hoffmann, Lars; Stanat, Petra; Maaz, Kai; Klemm, Klaus Zeitschriftenbeitrag | In: Kölner Zeitschrift für Soziologie und Sozialpsychologie | 2019 39834 Endnote: Autor*innen: Hoffmann, Lars; Stanat, Petra; Maaz, Kai; Klemm, Klaus
Titel: Kompetenzen von Schülerinnen und Schülern an Schulen in privater und öffentlicher Trägerschaft
In: Kölner Zeitschrift für Soziologie und Sozialpsychologie, 71 (2019) 3, S. 385-408
DOI: 10.1007/s11577-019-00638-2
URL: https://link.springer.com/article/10.1007%2Fs11577-019-00638-2
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Deutsch
Schlagwörter: Schüler; Kompetenz; Privatschule; Öffentliche Schule; Schülerleistung; Schuljahr 04; Schuljahr 09; Deutschunterricht; Englischunterricht; Mathematikunterricht; Zusammensetzung; Soziale Herkunft; Sprachkompetenz; Außerschulisches Lernen; Ausland; Schülerauslese; Schulform; Migrationshintergrund; Befragung; Vergleich; Sekundäranalyse; Deutschland
Abstract: Die Expansion von Schulen in privater Trägerschaft wird derzeit kontrovers diskutiert. So wird etwa befürchtet, dass Privatschulen die sozialen Bildungsungleichheiten im deutschen Bildungssystem weiter verstärken und sich zu elitären Bildungseinrichtungen entwickeln könnten. Vor diesem Hintergrund wird anhand von bundesweiten Daten der IQB-Bildungstrends 2015 und 2016 (NPrivatschulen = 93 bzw. 39, NÖffentliche Schulen = 1231 bzw. 1356) für die 4. und 9. Jahrgangsstufe untersucht, inwieweit Vorteile bei den im Mittel erreichten Kompetenzen der Fächer Deutsch, Englisch und Mathematik zugunsten von Privatschulen bestehen und welche Ursachen diese haben könnten. Es wurden a priori bestehende Gruppenunterschiede mithilfe eines Propensity-Score-Matching-Verfahrens statistisch kontrolliert. Insgesamt können die Ergebnisse nicht belegen, dass Privatschulen leistungsfähiger sind als Schulen in öffentlicher Trägerschaft. Ohne Berücksichtigung relevanter Kovariaten finden sich zwar Leistungsvorteile zugunsten von Privatschulen. Statistisch können diese Vorteile jedoch nahezu vollständig auf die Selektivität der Schülerschaft von Privatschulen und damit einhergehende Kompositionseffekte zurückgeführt werden. (DIPF/Orig.)
Abstract (english): The growing number of private schools in Germany is currently a subject of controversy. For example, it is feared that private schools strengthen the social disparities in Germany's educational system and that they could develop into elitist institutions. Based on nationwide data from the Institute for Educational Quality Improvement (IQB) Educational Trends Study 2015 and 2016 for the end of the fourth and ninth grades (NPrivate schools = 93 and 39, NState schools = 1231 and 1356 respectively), it was determined to what extent advantages in average abilities achieved in the subjects German, English, and mathematics are attributed to private schools and what the causes could be. Possible reasons for existing group differences were statistically evaluated with the aid of propensity score matching. Taken as a whole, the results did not prove that private schools are more efficient than state schools. Without considering relevant covariates, performance advantages in favor of private schools can be found. Statistically, however, these advantages can be almost entirely ascribed to the student selectivity of private schools and the accompanying composition effects. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

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