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Article

ARLEAN: An Augmented Reality Learning Analytics Ethical Framework

1
Centre for Learning Analytics, Department of Computing, University of Turku, 20500 Turku, Finland
2
School of Natural Sciences, University of Patras, 26504 Rio, Greece
3
School of Humanities, Hellenic Open University, 26335 Patra, Greece
4
Department of Primary Education, University of Western Macedonia, 53100 Florina, Greece
*
Author to whom correspondence should be addressed.
Academic Editor: George Angelos Papadopoulos
Received: 18 June 2021 / Revised: 27 July 2021 / Accepted: 27 July 2021 / Published: 30 July 2021
(This article belongs to the Special Issue Xtended or Mixed Reality (AR+VR) for Education)
The emergence of the Learning Analytics (LA) field contextualised the connections in various disciplines and the educational sector, acted as a steppingstone toward the reformation of the educational scenery, thus promoting the importance of providing users with adaptive and personalised learning experiences. At the same time, the use of Augmented Reality (AR) applications in education have been gaining a growing interest across all the educational levels and contexts. However, the efforts to integrate LA techniques in immersive technologies, such as AR, are limited and scarce. This inadequacy is mainly attributed to the difficulties that govern the collection and interpretation of the primary data. To deal with this shortcoming, we present the “Augmented Reality Learning Analytics” (ARLEAN) ethical framework, tailored to the specific characteristics that AR applications have, and focused on various learning subjects. The core of this framework blends the technological, pedagogical, and psychological elements that influence the outcome of educational interventions, with the most widely adopted LA techniques. It provides concrete guidelines to educational technologists and instructional designers on how to integrate LA into their practices to inform their future decisions and thus, support their learners to achieve better results. View Full-Text
Keywords: augmented reality; instructional design; learning analytics; educational data mining; education augmented reality; instructional design; learning analytics; educational data mining; education
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MDPI and ACS Style

Christopoulos, A.; Mystakidis, S.; Pellas, N.; Laakso, M.-J. ARLEAN: An Augmented Reality Learning Analytics Ethical Framework. Computers 2021, 10, 92. https://0-doi-org.brum.beds.ac.uk/10.3390/computers10080092

AMA Style

Christopoulos A, Mystakidis S, Pellas N, Laakso M-J. ARLEAN: An Augmented Reality Learning Analytics Ethical Framework. Computers. 2021; 10(8):92. https://0-doi-org.brum.beds.ac.uk/10.3390/computers10080092

Chicago/Turabian Style

Christopoulos, Athanasios, Stylianos Mystakidis, Nikolaos Pellas, and Mikko-Jussi Laakso. 2021. "ARLEAN: An Augmented Reality Learning Analytics Ethical Framework" Computers 10, no. 8: 92. https://0-doi-org.brum.beds.ac.uk/10.3390/computers10080092

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