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[ES] Este trabajo presenta los resultados obtenidos tras la extracción y análisis de los registros almacenados en Moodle correspondientes a la actividad desarrollada por los estudiantes de histología humana en el campus virtual. Mediante el lenguaje de programación R y el programa SPSS se estudió el comportamiento de los alumnos y las posibles diferencias entre estudiantes según su rendimiento académico. Los datos revelan que los estudiantes entran masivamente al campus virtual, con una actividad muy superior a la media de la titulación, y claramente dependiente del calendario académico. Su comportamiento no es homogéneo, observándose diferencias entre los grupos de alumnos según su nota final de teoría. El árbol de decisión obtenido al contrastar el uso efectuado por estudiantes que aprobaron por parciales y los aprobados en el examen final permite establecer diferencias estadísticamente significativas., [EN] This paper presents the results obtained after extracting and processing the logs stored in Moodle platform corresponding to the activity of human histology’ students in the virtual campus. Data were analysed with the softwares R and SPSS to reveal students’ behavior and possible differences among them according to their academic performance were studied. Results showed a huge activity of the students, much higher than the average of Medicine virtual campuses and that the activity is clearly dependent of the academic schedule. Student’s behavior was not homogeneous, on the contrary, differences were pointed out when comparing clusters according to their final theory grade. The decision tree revealed that students who passed with continuous assessment and those who must do a final exam have made a statistically different use of the virtual campus.

Universities and Higher Education institutions have created different platforms that provide digital environments with private access. These digital spaces simulate physical spaces for teaching and learning, allowing interaction between participants. The interactions are stored in the platforms so data can be analyzed to reveal behaviors and preferences. The literature shows different patterns in student’s behavior and it has been demonstrated that different clusters obtain different academic performances, as well as the importance of the virtual spaces. Human Histology is a second-year compulsory subject of the Medicine Degree at the Universidad Complutense de Madrid. It lays the foundation for Pathology learning in the third-year. Practice classes are focused on the observation of histological slides so students learn general and differential microscopic characteristics of organs. Students are expected to identify each organ under the microscope. Some years ago, teachers decided to make the evaluation a continuous process through minitests, short tests with projected images, and a teamwork consisting in making a notebook with freehand drawings showing the different organs and histological staining procedures. The final practice mark was obtained as the addition of the continuous activities (minitests 20% and teamwork 25%), the final exam (45%), and class attendance (10%). In the virtual space created for managing Histology practices, different resources were offered such as scripts for each session, histological images file and URLs that link to histological atlas and other web sites. We present in this paper the results obtained when processing the logs of the virtual space with a free software environment for statistical computing and graphics named RStudio, an integrated development environment for R. A total of 25583 logs corresponding to the registered activity in course 2018/19 were refined and subsequently analyzed. The quantitative measures chosen were the number of total logins in the virtualized course per day, the average of the login frequency per each day of the week and per each hour of the day, the number of entries in resources per day and the number of entries in URLs per day. Also, a statistical analysis of the data was performed with SPSS 25 software, comparing the use of virtual campus to academic performance. Non-parametric Spearman correlation tests and decision trees with two cut criteria were obtained. Results show that the activity in virtual campus is clearly conditioned by due dates (dates of minitests and final exam and deadline to submit the teamwork). Decision trees reveal different clusters of students according to the variables number of visits, number of entries to resources and to URLs, and that these clusters get different marks in both the minitests and the final exam in addition to the final mark.

E-learning platforms used in Higher Education Institutions store valuable information that can be analysed. Data mining is a multidisciplinary technique that integrates computer science, education, and statistics, and that could serve to interpret results and predict academic performance through the virtualized subjects. Objective: To identify the use of the interactive platform based on Moodle LMS (Learning Management System) in the Occupational Health compulsory subject in the curriculum of the podiatry degree and its relationship with academic success from 2017 to 2019 courses. Materials and methods: Logs (files of the interactions between a system and the students in the virtual system) for analyzing a variety of information from different activities carried out through the virtual campus on a Moodle platform were extracted, depurated and prepared for analysis. Finally, 33,776 (13,818 in 2017 and 19,958 in 2018) logs were used to perform the statistical analysis using the RStudio program and the SPSS v.22 software. A descriptive analysis, Pearson correlations and continuous variable decision trees diagrams were performed to determine the use of the Moodle classroom activities and resources and their relationship with academic results obtained in this subject. Results: 62 students enrolled in the academic course 2017-18 and 59 in the 2018-19 were studied. In the academic course of 2017-18, 62.9% were women, and mean and SD of academic results was 7.5±1.09. In 2018-19 academic course, 76.3% were women, and the mean results was 7.2±1.06. The highest peak of activity registered on the virtual subject was 200 visits in each academic course, with differences by months in relation to the distribution of tasks. The highest activity recorded was on Tuesdays and Sundays, in both years, but with more activity in the 2018-19 academic year. Lessons were the most used tools in both courses (40.3% in 2017 vs 46.2% in 2018) followed by the participation in forums (32.7% in 2017 vs 12.8% in 2018). Participation in the forums was 100% vs 93.1% and URLs entries 71.43% vs 87.93%; comparing both academic courses. In 2018, 3 new tools were introduced with high participation: Self-assessment Test 96.55%, glossary 87.93% and a wiki activity with a 48.28% of participation. Tools that significantly correlated with better test scores in year 2017 was the participation in the forums (p=0.016), while in 2018 test scores were significant correlated with the participation in the tasks (p=0.041) and self-assessment tests (p=0.044) carried out on the virtual classroom. Tree-like graphs identified two clusters of students related with forums and URLs entries, in the virtual classroom. Conclusion: This study reveals the importance of identifying and selecting tools with the capacity to improve and stimulate active and significant learning.

Presentem en aquest article els resultats obtinguts un cop processats els registres de l'espai virtual creat a la plataforma Moodle per a l'assignatura “Anatomía Humana III”, del grau en Fisioteràpia. L'anàlisi es dugué a terme utilitzant el software lliure per a la computació estadística i gràfics RStudio, un entorn de desenvolupament integrat per al llenguatge de programació R. Un total de 19.611 registres corresponents a l'activitat realitzada al llarg del curs acadèmic 2017/18 van ser depurats, fets anònims i posteriorment analitzats. Les variables quantitatives escollides varen ser el nombre total de visites per dia al curso virtual, la mitjana de la freqüència de visites a l'assignatura virtual per dia de la setmana i hora del dia i per mesos, el nombre d'accessos a recursos, autoavaluacions i a URLs. A més, es va realitzar l'anàlisi estadística de les dades amb el software IBM SPSS v.25, comparant l'ús del campus virtual amb el rendiment acadèmic. Es varen fer proves de correlació de Spearman no paramètriques i arbres de decisió amb dos criteris de tall. Els resultats obtinguts van mostrar que el rendiment acadèmic dels estudiants d'aquesta assignatura està influenciat per l'ús que fan del campus virtual. D'aquesta manera, s'ha vist que els alumnes amb qualificació inferior a cinc punts sobre deu, van presentar menor activitat en la plataforma Moodle, en totes les variables analitzades. Per contra, els estudiants amb qualificacions entre vuit i deu punts sobre deu, van mostrar una activitat significativament major al campus virtual, especialment en el nombre de visites i recursos utilitzats.

[ES] Se ha estudiado la actividad de los estudiantes de dos asignaturas de los grados en Fisioterapia, Anatomía Humana III, y en Podología, Biomecánica, en sus respectivos campus virtuales. Para ello se extrajeron los registros almacenados en la plataforma Moodle y se analizaron con los programas R y SPSS. Los resultados revelan comportamientos muy diferentes. Mientras que entre los estudiantes de Anatomía humana III se observa que el uso del campus virtual incide claramente en el rendimiento académico, de manera que a mayores frecuencias de uso mejores calificaciones, los de Biomecánica presentan un comportamiento errático. Parece claro que además de los recursos y herramientas ofertados en el campus, otros factores como el perfil del alumno, su grado de motivación y compromiso son clave para su rendimiento académico., [EN] The activity of students of two subjects of Phisiotherapy Degree, Human Anatomy III, and of Podiatry Degree, Biomechanics, in their digital spaces. Logs stored in Moodle platform were extracted and analysed with R and SPSS softwares. Results showed quite different behaviors. While among students of Human Anatomy III the use of virtual campus influences the achievement, so that the higher usage frequencies the better marks are achieved, the behavior of Biomechanics’ students seemed erratic. It seems clear that in addition to resources and tools offered via virtual campus, other factors such as students' profile, motivation and commitment are crucial to academic performance.