从早期参与到后期完成：来自一项大规模自定进度学习项目的证据
From Early Participation to Later Completion: Evidence from a Large-Scale Self-Paced Learning Programme
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中文总结 AI 辅助
本研究利用大规模软件技能提升实习的876名学习者数据，发现早期参与积分可有效预测无积分自定进度课程的后期完成情况，为学习项目及时识别需关注的学习者提供支持。
中文摘要 AI 辅助
大规模学习项目生成的记录使得学习者在不同活动中的参与情况可被观测。参与积分通常被用于记录和鼓励此类参与，但其价值可能超出了积分所授予的活动范畴。现有评估通常考察游戏化元素在其实施的活动或学习环境内的效果，关于早期参与积分是否包含积分系统之外后期参与的信息，提供的证据十分有限。本研究探讨了早期参与积分能否提供关于学习者在不授予参与积分的自定进度学习轨道中后期参与情况的信息。我们利用某大规模远程软件技能提升实习项目中876名学习者的匿名记录，将直播课程出勤和投票回复产生的参与积分与后期自定进度课程完成情况进行对比分析。主要分析使用了第一周至少获得1个积分的438名学习者的数据，同时保留全部队列用于无积分分析。第一周的参与积分区分后期完成自定进度课程学习者的AUC为0.89，到第四周时升至0.95。在自定进度课程序列的两个阶段均观测到相似的AUC值，而第一周无积分的情况识别未开始或未完成自定进度课程学习者的精确率为95%。这些发现表明，早期参与积分能够提供关于产生积分的活动之外的后期参与情况的信息。此类信息可帮助大规模学习项目在学习仍在进行时识别可能需要及时关注的学习者，而无需将参与积分视为整体学习者投入度的衡量标准。
英文摘要
Large-scale learning programmes generate records that make learner participation observable across different activities. Participation points are commonly used to record and encourage such participation, but their value may extend beyond the activities for which points are awarded. Existing evaluations often examine gamification outcomes within the activities or learning environments in which the game elements are implemented, providing limited evidence about whether early participation points contain information about later participation outside the points system. This study examines whether early participation points can provide information about learners' later participation in a self-paced learning track that does not award participation points. Using anonymised records from 876 learners in a large-scale remote software-upskilling internship, we examined participation points generated from live-session attendance and poll responses against later self-paced course completion. The primary analysis used the 438 learners who earned at least one point during the first week, while the full cohort was retained for the no-point analysis. Week-one participation points distinguished learners who later completed a self-paced course with an AUC of 0.89, increasing to 0.95 by the fourth week. Similar AUCs were observed at both stages of the self-paced course sequence, while the absence of week-one points identified learners who did not start or did not complete a self-paced course with 95% precision. These findings indicate that early participation points can provide information about later participation outside the activities that generate the points. Such information can help large-scale learning programmes identify learners who may require timely attention while learning is still in progress, without treating participation points as a measure of overall learner engagement.
发表机构
- Indian Institute of Technology Ropar（印度技术学院罗帕尔分校）
机构由 AI 辅助整理，请以论文原文为准。
