Leveraging learning theory and analytics to produce grounded, innovative, data-driven, equitable improvements to teaching and learning

• Autores: Matthew L. Bernacki
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 117, Nº. 1, 2025, págs. 1-11
• Idioma: inglés
• DOI: 10.1037/edu0000933
• Enlaces
  • Texto completo (pdf)
• Resumen

  • Research in educational psychology involves empirical investigation into the learning process with an aim to refine psychological theories of learning and their application to real-world settings where they can be used to benefit learners. Emergent methodological processes involved in learning analytics include the study of event-based data produced by individuals in learning environments where they use technology. Paradigms for substantive-methodological synergy can be used to align the strengths of educational psychology and learning analytics research. The Journal of Educational Psychology invites such collaborations. This issue illustrates the advancements to educational theory and practice that can be attained when learning analytics practices are aligned to reflect the assumptions within psychological theories of learning and learning analytics methods including feature engineering and multimodal modeling are leveraged. Exemplars demonstrate learning analytics’ potential contribution to the refinement and application of theories of learning and motivation. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

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