Forschung, die ENA praktisch einsetzt.

Konferenzbeitrag2021

Konferenzbeitrag 35

Automated social-presence coding was linked with learners' positions in a MOOC network

Wenting Zou, Zilong Pan, Chenglu Li, Min Liu

2nd International Conference on Quantitative Ethnography (ICQE 2020)

Whether categories of social presence in discussion posts are associated with learners' structural positions in a MOOC interaction network. Certain forms of social presence correlated positively with network measures, and position groups differed in the social-presence patterns they displayed. Correlations between classified language and network position do not show that strategic posting causes engagement, and both classifier error and platform participation shape the observed relations.

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social presenceMOOC network positionautomated content analysis

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Konferenzbeitrag2021

Konferenzbeitrag 33

A ten-month mother–child case traced how scientific curiosity changed over time

Mamta Shah, Amanda Barany, Amanda Siebert-Evenstone

2nd International Conference on Quantitative Ethnography (ICQE 2020)

How sustained family engagement can reveal changing domain-related scientific curiosity in early childhood. The case documents evolving connections in scientific questioning and illustrates mechanisms through which deep curiosity may be sustained over a longer period. A self-ethnographic dyad offers depth but cannot estimate typical preschool development, separate parent influence from maturation, or support broad causal generalization.

Die geprüfte Artikelzusammenfassung ist derzeit auf Englisch verfügbar.

preschool curiosityparent-child interactionself-ethnography

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Konferenzbeitrag2021

Konferenzbeitrag 31

Repeated game sessions revealed shifts between short-term and self-sustaining strategies

Jennifer Scianna, David Gagnon, Mariah A. Knowles

2nd International Conference on Quantitative Ethnography (ICQE 2020)

How incorporating game events into ENA can visualize changes in complex-systems play across repeated sessions. Repeated play showed significant differences in responses to game events and patterns consistent with greater attention to temporally distant phenomena and sustainable strategies. Selected repeat players and in-game traces do not independently establish durable systems understanding, and logged strategies require interpretation within the game's mechanics.

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game learning analyticssystems thinkingevent logs

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Konferenzbeitrag2021

Konferenzbeitrag 29

Single-case ENA made one learner's long-term activity patterns open to contextual inspection

Luis P. Prieto, María Jesús Rodríguez-Triana, Tobias Ley, Brendan Eagan

2nd International Conference on Quantitative Ethnography (ICQE 2020)

What ENA contributes when learning analytics centers on one person's activity across a lifelong-learning case. The case illustrates how network views can surface internally meaningful contrasts and guide a return to episodes that would be obscured by population aggregation. One case cannot estimate population prevalence or general treatment effects, and apparent within-person change remains sensitive to coding, time boundaries, and the selected comparison periods.

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single-case analyticslifelong learningidiographic analysis

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Konferenzbeitrag2021

Konferenzbeitrag 27

Log-trace networks compared self-regulation among higher- and lower-performing learners

Luc Paquette, Theodore Grant, Yingbin Zhang, Gautam Biswas, Ryan Baker

2nd International Conference on Quantitative Ethnography (ICQE 2020)

How self-regulated learning actions co-occur within and across phases of open-ended problem solving. The group networks provided an overall view of how action types combined, revealing self-regulatory organization that isolated event frequencies would not show. Performance-group differences in observational trace data do not demonstrate that a particular action connection caused achievement or that every logged click represents the intended cognitive process.

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self-regulated learningBetty's Brainlog traces

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Konferenzbeitrag2021

Konferenzbeitrag 25

A museum course linked weekly design choices with middle-school STEM identity exploration

Amanda Barany, Mamta Shah, Aroutis Foster

2nd International Conference on Quantitative Ethnography (ICQE 2020)

How intentionally designed activities supported different processes of environmental-science identity exploration. The results linked the design of weekly activities with the identity facets students emphasized, illustrating shifting processes of identity exploration. A small design-based case without a randomized counterfactual cannot isolate curricular components or establish durable identity change and later career acquisition.

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curriculum designSTEM identityprojective reflection

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