Machine Learning Approach for Predicting Students Academic Performance and Study Strategies based on their Motivation

This research aims to develop machine learning models for students academic performance and study strategies prediction which could be generalized to all courses in higher education. Key learning attributes (intrinsic, extrinsic, autonomy, relatedness, competence, and self-esteem) essential for students learning process were used in building the models. Determining the broad effect of these attributes on students' academic performance and study strategy is the center of our interest. To investigate this, we used Scikit-learn in python to build five machine learning models (Decision Tree, K-Nearest Neighbour, Random Forest, Linear/Logistic Regression, and Support Vector Machine) for both regression and classification tasks to perform our analysis. The models were trained, evaluated, and tested for accuracy using 924 university dentistry students' data collected by Chilean authors through quantitative research design. A comparative analysis of the models revealed that the tree-based models such as the random forest (with prediction accuracy of 94.9%) and decision tree show the best results compared to the linear, support vector, and k-nearest neighbours. The models built in this research can be used in predicting student performance and study strategy so that appropriate interventions could be implemented to improve student learning progress. Thus, incorporating strategies that could improve diverse student learning attributes in the design of online educational systems may increase the likelihood of students continuing with their learning tasks as required. Moreover, the results show that the attributes could be modelled together and used to adapt/personalize the learning process.

Automating Gamification Personalization: To the User and Beyond

Personalized gamification explores knowledge about the users to tailor gamification designs to improve one-size-fits-all gamification. The tailoring process should simultaneously consider user and contextual characteristics (e.g., activity to be done and geographic location), which leads to several occasions to tailor. Consequently, tools for automating gamification personalization are needed. The problems that emerge are that which of those characteristics are relevant and how to do such tailoring are open questions, and that the required automating tools are lacking. We tackled these problems in two steps. First, we conducted an exploratory study, collecting participants' opinions on the game elements they consider the most useful for different learning activity types (LAT) via survey. Then, we modeled opinions through conditional decision trees to address the aforementioned tailoring process. Second, as a product from the first step, we implemented a recommender system that suggests personalized gamification designs (which game elements to use), addressing the problem of automating gamification personalization. Our findings i) present empirical evidence that LAT, geographic locations, and other user characteristics affect users' preferences, ii) enable defining gamification designs tailored to user and contextual features simultaneously, and iii) provide technological aid for those interested in designing personalized gamification. The main implications are that demographics, game-related characteristics, geographic location, and LAT to be done, as well as the interaction between different kinds of information (user and contextual characteristics), should be considered in defining gamification designs and that personalizing gamification designs can be improved with aid from our recommender system.