Evaluation of Learning Unit Design with Use of Page Flip Information Analysis

In this paper, the authors attempted to evaluate design of leaning units with use of Learning Analytics technique on page flip information. Traditional formative assessment has been carried out by giving assignments and evaluating their results. However, the information that teacher can get from the evaluation is limited and coarse-grained. The authors set a research question that whether one can evaluate relation between learning objectives of learning units and the learners' actual activities in the units from page flip histories. The experimental result showed that the intensity of relation between the assignments and learning materials were different for each unit. Quantitatively, the correlation coefficients between "p-value of chi-square tests between range of page flip count and grade of assignment" and "proportion of number of questions in an assessment with reference page" was -0.889. With use of this relation, the authors attempted to evaluate design of units, and found out that the thing that may be critical to get high grade in an assignment of a certain unit was how many times they refer to their text book, though this assignment was designed for assessment of learners' skills to use or apply the learned knowledge. If teacher can get such suggestion as feedback, it is possible to utilize for formative assessment. [For full proceedings, see ED571332.]