Disclosing Personal Names in Screen Names Predicts Better Final Achievement Levels in Massive Open Online Courses
| Autor: | Wan-ning Huang, Yuan Tian, Lishan Zhang, Tai Wang |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
General Computer Science
Psychological intervention 02 engineering and technology 020204 information systems Intervention (counseling) 0202 electrical engineering electronic engineering information engineering Mathematics education General Materials Science Personal name Electrical and Electronic Engineering Final achievement level business.industry Online learning Massive open online course 05 social sciences General Engineering personal name disclosure 050301 education prediction Preference machine learning The Internet lcsh:Electrical engineering. Electronics. Nuclear engineering Psychology business screen name 0503 education lcsh:TK1-9971 Anonymity |
| Zdroj: | IEEE Access, Vol 9, Pp 50926-50938 (2021) |
| ISSN: | 2169-3536 |
| Popis: | The anonymity of the Internet used to be considered as an encouraging factor that helped learners engage in online learning. However, academic studies on anonymity have found that its effect on learning is context-dependent or mixed. In this research, we focused on massive open online course (MOOC) learners’ preference for personal name disclosure in their screen names as a predictor of their final achievement levels (FALs) at the end of a course including 2606 active learners. We conducted two studies, one to examine the associations between these two variables and one to demonstrate how such associations can be utilized in MOOC FAL prediction. We found that MOOC learners who included personal names in their MOOC screen names significantly outperformed other learners in their FALs (p < 0.001). We also found that screen name preference improved FAL prediction accuracy utilizing natural language processing and proper machine learning technologies. The error rate was reduced to 4.03% by a random forest algorithm with an appropriate feature combination: the personal name disclosure indicator (PNDI), quiz scores, number of replies, and exam scores. The results are potentially useful for the development of an early intervention to provide different types of help to students who prefer to disclose personal names and those who do not. The practical effects of these interventions will be examined in the future. In addition, whether the course difficulty level or course type affects the associations between personal name disclosure and FAL will also be examined. |
| Databáze: | OpenAIRE |
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