Pilot testing of RESPE revealed privacy concerns, difficulty reflecting on the learning process, and complaints about repetitiveness or usefulness of scaffolds¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Log analysis and questionnaire responses from the pilot study surfaced privacy concerns, difficulties in reflection, and perceptions of repetitiveness or low usefulness of scaffolds. → Leonardo Silva 2023

Evidence¶

Leonardo Silva 2023¶

Leonardo Silva, António Mendes, Anabela Gomes, Gabriel Fortes. (2023). Fostering regulation of learning processes among programming students using computational scaffolding. Intern. J. Comput.-Support. Collab. Learn (2023) 18:67–100. https://doi.org/10.1007/s11412-023-09388-y

q2 · i? · design · r2

Ten-week pilot study of the RESPE prototype with ten students in an online course, using interaction logs plus an anonymous eight-question open-ended questionnaire; "one student reported privacy issues, not knowing if their data would be shared with their peers" and students "stressed their difficulties in reflecting".

"For example, one student reported privacy issues, not knowing if their data would be shared with their peers. Students also stressed their difficulties in reflecting on the learning process"

Discussion¶

Related Claims¶

• Students supported tiered data access: broad access for self-reflection, educator access for teaching, and restricted access to raw video and audio — related
• Students raised four categories of concern about potential misuse of MMLA data: judgment, privacy, career impact, and academic integrity — related