Using Theory-Informed Learning Analytics to Understand How Homework Behavior Predicts Achievement

Hannah Deininger, I. Pieronczyk, C. Parrisius, R. D. Plumley, D. Meurers, G. Kasneci, B. Nagengast, U. Trautwein, J. A. Greene, M. L. Bernacki

University of Tübingen, Germany

Combining Non-Interactive Teaching and Drawing Fosters Conceptual Knowledge but not Monitoring Accuracy from Guided Inquiry in Science Learning

Heike Russ¹, Leonie Sibley², Salome Flegr³, Jochen Kuhn⁴, Vincent Hoogerheide⁵, Katharina Scheiter⁶, Andreas Lachner¹

¹University of Tübingen, Germany; ²Zurich University of Teacher Education, Switzerland; ³TU Dresden, Germany; ⁴LMU Munich, Germany; ⁵Utrecht University, the Netherlands; ⁶University of Potsdam, Germany