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dc.contributor.authorWilde, Adriana
dc.identifier.citationWilde , A 2016 , ' Understanding persuasive technologies to improve completion rates in MOOCs ' , Paper presented at HCI and the Educational Technology Revolution , Bari , Italy , 7/06/16 - 7/06/16 .en
dc.identifier.otherPURE: 251541016
dc.identifier.otherPURE UUID: 5a321882-9275-4d3a-a727-017703856cf1
dc.identifier.otherRIS: urn:0FCEFED47C18B1B709B066ECC66C4A54
dc.description.abstractAdvances in computing technologies are revolutionising education. Specifically, advances in Human-Computer Interaction impact the media and methods of delivery, facilitating a conceptual shift from traditional face-to-face instruction towards a paradigm with delivery increasingly tailored to student needs. Massive Open Online Course(MOOC) providers have now the possibility to both predict and facilitate student success by applying learning analytics techniques on the large amount of data they hold about their learners. More than ever before, key information about successful student behaviour and context can be discovered and used in digital interventions on, for example, students at risk. This is a complex issue which is receiving increased attention in Higher Education and specifically amongst MOOCs providers. This position paper discusses the relevant challenges in the use of learning analytics in MOOCs in conjunction with persuasive technologies in order to improve completion rates.
dc.rights© 2016, the Author(s). This work has been made available online in accordance with the publisher’s policies. This is the author created, accepted version manuscript following peer review and may differ slightly from the final published version.en
dc.subjectPersuasive technologiesen
dc.subjectCompletion ratesen
dc.subjectStudent successen
dc.subjectLB Theory and practice of educationen
dc.subjectQA75 Electronic computers. Computer scienceen
dc.subjectT Technologyen
dc.titleUnderstanding persuasive technologies to improve completion rates in MOOCsen
dc.typeConference paperen
dc.contributor.institutionUniversity of St Andrews. School of Computer Scienceen
dc.description.statusPeer revieweden

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