Utilizing Learning Analytics to Map Students' Self-Reported Study Strategies to Click Behaviors in STEM Courses
Open accessAbstract
Informed by cognitive theories of learning, this work examined how students' self-reported study patterns (spacing vs. cramming) corresponded to their engagement with the Learning Management System (LMS) across two years in a large biology course. We specifically focused on how students accessed non-mandatory resources (lecture videos, lecture slides) and considered whether this pattern differed by underrepresented minority (URM) status. Overall, students who self-reported utilizing spacing strategies throughout the course had higher grades than students who reported cramming throughout the course. When examining LMS engagement, only a small percentage of students accessed the lecture videos and lecture slides. Applying a negative binomial regression model to daily counts of click activities, we also found that students who utilized spacing strategies accessed LMS resources more often but not earlier before major deadlines. Moreover, this finding was not different for underrepresented students. Our results provide some initial evidence showing how spacing behaviors correspond to accessing learning resources. However, given the lack of general engagement with LMS resources, our results underscore the value of encouraging students to utilize these resources when studying course material.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Rodriguez et al. (2019) found that undergraduate biology students who said they used spacing performed better than students with the same academic preparation who did not.
“Rodriguez et al. (2019) surveyed students in an undergraduate biology course and found that students who said they used spacing performed better in the course than students with the same academic preparation who did not.”
From Moving the Needle: Evidence of an Effective Study Strategy Intervention in a Community College Biology Course (2022) · cites this paper as Rodriguez et al. (2019)
The Results section reports that surveyed students who said they maintained spacing throughout the biology course earned higher final grades than those who said they maintained cramming. It does not establish that the groups had the same academic preparation or that the grade comparison accounted for prior preparation. (LLM, conf=0.87)
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) · Psychological Science in the Public Interest · doi:10.1177/1529100612453266 · Cited by 3,138 · see citing works
Distributed practice in verbal recall tasks: A review and quantitative synthesis.
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006) · Psychological Bulletin · doi:10.1037/0033-2909.132.3.354 · Cited by 1,888 · cited 1× · see citing works
“One such behavior is spacing, which refers to splitting up study sessions across multiple days, as opposed to ‘cramming’ one’s studying into a single session [1, 2].”
BackgroundThe Critical Importance of Retrieval for Learning
Karpicke, J. D., & Roediger, H. L. (2008) · Science · doi:10.1126/science.1152408 · Cited by 1,791 · cited 1× · see citing works
“One of the reasons that spaced studying benefits learning is that it allows one to forget information [3, 6].”
BackgroundAcademic procrastination: Frequency and cognitive-behavioral correlates.
Solomon, L. J., & Rothblum, E. D. (1984) · Journal of Counseling Psychology · doi:10.1037/0022-0167.31.4.503 · Cited by 1,788 · cited 1× · see citing works
“While cramming may work in the very short term, it is detrimental for meaningful, long-term learning [10, 12].”
BackgroundStudy strategies of college students: Are self-testing and scheduling related to achievement?
Hartwig, M. K., & Dunlosky, J. (2012) · Psychonomic Bulletin & Review · doi:10.3758/s13423-011-0181-y · Cited by 477 · cited 1× · see citing works
“We used a slight modification of a study strategies survey developed for college students [5, 7].”
MethodInstructor and student knowledge of study strategies.
Morehead, K., Rhodes, M. G., & DeLozier, S. (2016) · Memory · doi:10.1080/09658211.2014.1001992 · Cited by 230 · see citing works
Rodriguez, F., Rivas, M. J., Matsumura, L. H., Warschauer, M., & Sato, B. K. (2018) · PLOS ONE · doi:10.1371/journal.pone.0200767 · Cited by 64 · see citing works
Self-citation
Flagged first, then by citations
Research works printed but not linked: 4
- Robert A Bjork. 1979. Information-processing analysis of college teaching. Edu- cational Psychologist 14, 1 (1979), 15-23.
- Scott Freeman, Sarah L Eddy, Miles McDonough, Michelle K Smith, Nnadozie Oko- roafor, Hannah Jordt, and Mary Pat Wenderoth. 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences 111, 23 (2014), 8410-8415.
- Jihyun Park, Renzhe Yu, Fernando Rodriguez, Rachel Baker, Padhraic Smyth, and Mark Warschauer. 2018. Understanding student procrastination via mixture models. Proceedings of the 11th International Conference on Educational Data Mining (2018), 187-197.
- Katherine A Rawson and Walter Kintsch. 2005. Rereading effects depend on time of test. Journal of Educational Psychology 97, 1 (2005), 70.
Cited by
Sorted by citations
Vemu, S., Denaro, K., Sato, B. K., & Williams, A. E. (2022) · CBE—Life Sciences Education · doi:10.1187/cbe.21-08-0216 · Cited by 15 · see citing works
“Rodriguez et al. (2019) surveyed students in an undergraduate biology course and found that students who said they used spacing performed better in the course than students with the same academic preparation who did not.”
Self-citation
- Authors
- Rodriguez, F., Yu, R., Park, J., Rivas, M. J., Warschauer, M., & Sato, B. K.
- Affiliations
- University of California, Irvine (US)
- Venue
- Proceedings of the 9th International Conference on Learning Analytics & Knowledge
- Publisher
- ACM
- Published
- 2019-03-04
- Pages
- 456-460
- OpenAlex
- W2915569398
- Cited by
- 20
- References
- 7
- Citations by year
- 2026: 1 · 2024: 3 · 2023: 3 · 2022: 3 · 2021: 3 · 2020: 6 · 2019: 1
- FWCI
- 3.76
- Type
- conference paper
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- International Conference on Learning Analytics and Knowledge (LAK) (publishedVersion)
- Funders
- National Science Foundation (1535300)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Education › Innovations in Educational Methods
- Social Sciences › Education › Online and Blended Learning
- Keywords
- learning analytics, study habits, spacing effect, cramming, clickstream data, lecture slides, underrepresented minority students, biology course, STEM education, student engagement, cognitive learning theory
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
