Design patterns for the incorporation of learning analytics in multimedia interactive experiences for basic education

  • Parra Valencia, Jorge Andrick (CoI)
  • Peña Paz, Lyda (PI)
  • Castro Benavides, David Alejandro (CoI)
  • Narváez, Elizabeth (CoI)
  • Peláez, Carlos Alberto (Estudiante de doctorado)

Project: ResearchBasic Research

Project Details


Learning can be understood as a product of interaction; the way it develops
This interaction has varied over time, from considering only teachers
and students as actors in the process to include a series of tools that allow mediating
these interactions; For this, books, presentations, videos and more have been used
Information and Communication Technologies (ICTs) recently. However, the
variation of the tools used, the educator is still in charge of the process of
learning, so it is common for you to spend a considerable amount of time designing
of experiences that maximize the value of interactions, seeking to improve the process of
teaching - learning for their students.
More than 50 years ago, computers and ICT began to be introduced in different
life aspects; in education particularly, they began to form part of the mass media.
interaction in the teaching-learning process, but they have become so important that
Nowadays, no one sees them as an added element to the educational system, but as some
meaningful media for learning and support for school innovation and communication
and social interaction (Cabero-Almenara, 2010).
The incorporation of ICT in educational contexts has made significant progress with the
advent first of the Internet and later with the so-called web 2.0. As indicated (CaberoAlmenara, 2010), it is necessary to recognize that the Internet has made computers stop being
one of simple instruments for the presentation and processing of information to become a
communication tools and social interaction. In such a way that technologies like reality
virtual, the semantic web, the internet of things, multimedia systems, augmented reality
and social networks, have entered the educational context to mediate the processes between
teachers and students.
The incorporation of ICT undeniably leads to reconsidering certain conceptions of the process
Learning; the use of mobile devices, for example, detracts from the importance of the site and context
in which learning and virtual environments take place, change the conception of
face-to-face for the process (Gros, 2016). Technology promotes a new vision of
learning, (Chatti et al. 2010) cited by (Gros, 2016) summarize it by indicating that learning
it is fundamentally personal, social, distributed, ubiquitous, flexible, dynamic, and complex.In this new context, interactive multimedia experiences offer a great advantage for
the development of educational interactions since, by their nature, they stimulate different senses
and process information from different sources. Multimedia learning uses text
narrated, but also incorporates images, diagrams, photographs, animations; in such a way
that provides the instructional designer with additional techniques to facilitate learning. (Mutlu Bayraktar, Cosgun, & Altan, 2019)
Although multimedia applications, at the time, incorporated novel elements into the
learning process, they continued to consider the student as a passive subject of the process,
that only receives information; then it was necessary to change the meaning of the interaction, so that
multimedia experiences could vary depending on the actions of the subject, a theme that
work had already been done in the field of entertainment, in this way they began to talk about the
interactive multimedia experiences in the context of education.
One of the great advantages of interactive multimedia experiences, in addition to improving the
user experience is that it allows collecting a large amount of data resulting from the
user interaction with the application. When these types of experiences are applied in
educational contexts, provides the opportunity to collect objective information about the actions of
students in their learning process.
Learning Analytics is a recent technique that incorporates
educational contexts the elements of data analytics, widely used in the context
business. As mentioned by Sclater (2017) cited by (Alonso-Fernández et al., 2019), the
learning analytics allows you to measure, collect, analyze and generate reports from
learning tools, such as LMS (Learning Management Systems) or MOOCs
(Massive Open Online Courses), to extract useful information about the learning process of students with the purpose of understanding and optimizing it.
The applications of learning analytics are diverse, (Nistor & Hernández-Garcíac, 2018)
present six different use cases of learning analytics: (1) To assess the development
of intersubjectivities in collaborative pairs through monitoring the movement of the
eyes; (2) Predict the integration of newcomers to a knowledge creation community
collaborative, using automated analysis of the dialogues; (3) Analysis of survey data
of school ecosystems to reveal factors that foster the development of skills
digital; (4) Correlate traditional and record performance indicators to predict
student achievement; (5) Evaluate work teams in project-based learning,
analyzing log data extracted from the LMS; (6) Apply Visual Learning Analytics to
large amount of data, of various kinds originated in Industry 4.0 projects, to
monitor highly complex socio-cognitive processes that arise in communities of
As can be seen, there are many fields of application of learning analytics and
each one of them, once the objective is defined, implies the selection of the data to be used and the
definition of the appropriate techniques for their collection, processing, analysis and visualization,
so that the purpose is achieved.Because it is a relatively new tool, learning analytics has been applied to
defined systems and not as an integral part of your design process. However, if the
multimedia experiences will consider from their design, the appropriate elements and processes
for the collection, analysis and visualization of relevant data, according to the objectives
of the students, teachers or institutions involved; they will achieve a potential that goes
beyond the act of learning, generating strengthened management tools that allow
improve the process and facilitate the development of skills in students.
Given the previous framework, being aware of the potential of using experiences
interactive multimedia in the educational context, understanding the importance and potential that
learning analytics provides for all stakeholders involved in the teaching process
- learning, knowing that the fields of application of learning analytics are
diverse and that each one implies the selection of appropriate data and techniques for its development;
This research project proposes as a question to be resolved: How to incorporate elements
of learning analytics in the process of designing interactive multimedia experiences in the
educational context?

General Objective

Establish software design patterns that facilitate the incorporation of learning analytics in the process of developing multimedia interactive experiences in official basic education.

Specific Objectives

● Generate a model using a systemic approach, establish the elements and
relationships that it is pertinent to include in the evaluation of learning mediated by experiences
interactive multimedia in official basic education.
interactive multimedia in official basic education.
● Determine the data and appropriate techniques to carry out the management of information of
according to the model defined for the evaluation of learning.
● Generate the catalog of software design patterns, for the incorporation of analytics
of learning, in the processes of learning evaluation in interactive experiences
multimedia in official basic education.
● Validate the catalog of design patterns through a group of experts and the review
of selected application cases.
Effective start/end date1/07/2230/12/23


  • Universidad Autónoma de Bucaramanga: COP3,888,987.00
  • Universidad Autónoma de Occidente: COP38,350,000.00

UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This project contributes towards the following SDG(s):

  • SDG 4 - Quality Education

Research Areas UNAB

  • Desarrollo sostenible
  • Telemática
  • Tecnología y sociedad


  • Under legalization

Socioeconomic Objective

  • Industrial production and technology


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