Turkish K–8 e-learning platform with four module components (lessons, practices, exams, games)¶

Element · All elements
Evidence · 4 claims (4 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The studied platform is a comprehensive online system for Grades 1–8 covering subjects aligned with Turkey's national curriculum, accessible via web browser or mobile application. "In the platform, a module comprises four main components: lessons, exercises (or practices), exams, and games." Lessons are animated videos, followed by interactive practices, end-of-module multiple-choice or true/false exams, and educational games. The study used one month of anonymized activity logs from this platform to profile engagement.

Design Implications¶

Context¶

Requirements¶

• Content follows the national curriculum of Turkey's Ministry of Education

Constraints¶

• The content and main components of the modules are not customizable or adaptive to the diverse needs of learners

Target Learners¶

• Grade 1–8 students in Turkish primary and middle schools

Target Learning Goals¶

• Supplementary learning across subjects including Turkish, Mathematics, English, Science, and Social Studies

Claims¶

• Game-oriented engagement declines with grade level while assessment-driven engagement peaks in Grade 8 [+W]
• The theory-into-game profile appears only in Grades 1–5 and the traditional comprehensive profile is absent in Grade 1 [+W]
• No K–8 student profile showed balanced engagement across all four platform components [+W]
• K-means clustering of K–8 students' platform trace data yields seven distinct engagement profiles [+W]

Related Elements¶

• Digital Learning
• i-Ready digital learning platform with adaptive diagnostic and personalized instruction

Examples¶

• Adapt e-learning platforms to distinct student engagement profiles with adaptive recommendations and guidance

Key Sources¶

• Er, E., Silik, S., & Cansiz, S. (2024). Uncovering Engagement Profiles of Young Learners in K–8 Education through Learning Analytics. Journal of Learning Analytics, 11(1), 101–115. https://doi.org/10.18608/jla.2024.8133