Both sides of the story: Comparing student-level data on reading performance from administrative registers to application generated data from a reading app

TY - JOUR

T1 - Both sides of the story

T2 - Comparing student-level data on reading performance from administrative registers to application generated data from a reading app

AU - Sortkær, Bent

AU - Smith, Emil

AU - Reimer, David

AU - Oehmcke, Stefan

AU - Andersen, Ida Gran

PY - 2021/12

Y1 - 2021/12

N2 - The use of various learning apps in school settings is growing and thus producing an increasing amount of usage generated data. However, this usage generated data has only to a very little extend been used for monitoring and promoting learning progress. We test if application usage generated data from a reading app holds potential for measuring reading ability, reading speed progress and for pointing out features in a school setting that promotes learning. We analyze new data from three different sources: (1) Usage generated data from a widely used reading app, (2) Data from a national reading ability test, and (3) Register data on student background and family characteristics. First, we find that reading app generated data to some degree tells the same story about reading ability as does the formal national reading ability test. Second, we find that the reading app data has the potential to monitor reading speed progress. Finally, we tested several models including machine learning models. Two of these were able to identify variables associated with reading speed progress with some degree of success and to point at certain conditions that promotes reading speed progress. We discuss the results and avenues for further research are presented.

AB - The use of various learning apps in school settings is growing and thus producing an increasing amount of usage generated data. However, this usage generated data has only to a very little extend been used for monitoring and promoting learning progress. We test if application usage generated data from a reading app holds potential for measuring reading ability, reading speed progress and for pointing out features in a school setting that promotes learning. We analyze new data from three different sources: (1) Usage generated data from a widely used reading app, (2) Data from a national reading ability test, and (3) Register data on student background and family characteristics. First, we find that reading app generated data to some degree tells the same story about reading ability as does the formal national reading ability test. Second, we find that the reading app data has the potential to monitor reading speed progress. Finally, we tested several models including machine learning models. Two of these were able to identify variables associated with reading speed progress with some degree of success and to point at certain conditions that promotes reading speed progress. We discuss the results and avenues for further research are presented.

KW - Dansk/læse/skrive

KW - Grundskole

KW - Læring

UR - http://www.scopus.com/inward/record.url?scp=85112805564&partnerID=8YFLogxK

U2 - 10.1140/epjds/s13688-021-00300-y

DO - 10.1140/epjds/s13688-021-00300-y

M3 - Journal article

C2 - 34426779

SN - 2193-1127

VL - 10

JO - EPJ Data Science

JF - EPJ Data Science

IS - 1

M1 - 44

ER -