%0 Book Section %1 Ifenthaler2019 %A Ifenthaler, Dirk %A Gibson, David %B Data Analytics Approaches in Educational Games and Gamification Systems %C Singapore %D 2019 %E Tlili, Ahmed %E Chang, Maiga %I Springer Singapore %K challenge-basedlearning engagement game-basedlearning learninganalytics performance problemsolving %P 55--68 %R 10.1007/978-981-32-9335-9_3 %T Opportunities for Analytics in Challenge-Based Learning %U https://doi.org/10.1007/978-981-32-9335-9_3 %X This study is part of a research programme investigating the dynamics and impacts of learning engagement in a challenge-based digital learning environment. Learning engagement is a multidimensional concept which includes an individual's ability to behaviourally, cognitively, emotionally, and motivationally engage in an on-going learning process. Challenge-based learning gives significant freedom to the learner to decide what and when to engage and interact with digital learning materials. In light of previous empirical findings, we expect that learning engagement is positively related to learning performance in a challenge-based online learning environment. This study was based on data from the Challenge platform, including transaction data from 8951 students. Findings indicate that learning engagement in challenge-based digital learning environments is, as expected, positively related to learning performance. Implications point toward the need for personalised and adaptive learning environments to be developed in order to cater for the individual needs of learners in challenge-based online learning environments. %@ 978-981-32-9335-9

@inbook{Ifenthaler2019, abstract = {This study is part of a research programme investigating the dynamics and impacts of learning engagement in a challenge-based digital learning environment. Learning engagement is a multidimensional concept which includes an individual's ability to behaviourally, cognitively, emotionally, and motivationally engage in an on-going learning process. Challenge-based learning gives significant freedom to the learner to decide what and when to engage and interact with digital learning materials. In light of previous empirical findings, we expect that learning engagement is positively related to learning performance in a challenge-based online learning environment. This study was based on data from the Challenge platform, including transaction data from 8951 students. Findings indicate that learning engagement in challenge-based digital learning environments is, as expected, positively related to learning performance. Implications point toward the need for personalised and adaptive learning environments to be developed in order to cater for the individual needs of learners in challenge-based online learning environments.}, added-at = {2019-10-06T16:17:12.000+0200}, address = {Singapore}, author = {Ifenthaler, Dirk and Gibson, David}, biburl = {https://www.bibsonomy.org/bibtex/2b45700da02f9de98eb8b1c24a5a24b3e/ereidt}, booktitle = {Data Analytics Approaches in Educational Games and Gamification Systems}, doi = {10.1007/978-981-32-9335-9_3}, editor = {Tlili, Ahmed and Chang, Maiga}, interhash = {355654570c088419093bb4d99c7c5b48}, intrahash = {b45700da02f9de98eb8b1c24a5a24b3e}, isbn = {978-981-32-9335-9}, keywords = {challenge-basedlearning engagement game-basedlearning learninganalytics performance problemsolving}, pages = {55--68}, publisher = {Springer Singapore}, timestamp = {2019-10-06T16:17:12.000+0200}, title = {Opportunities for Analytics in Challenge-Based Learning}, url = {https://doi.org/10.1007/978-981-32-9335-9_3}, year = 2019 }