Page 3 - R_EdQuire White Paper Nov 2017 v3.4
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EdQuire White Paper: Computer	learning	behaviour	in	K-12
                                                                                                    Nov 2017 V3.4
                                                                                                      Page 3 of 15
               Findings	Summary

               Overall,	the	majority	of	teachers	used	the	Learning	Analytics	feedback	on	a	daily	basis	and	reported	that	it
               was	useful.	The	average	active	computer	use	time	in	trial	lessons	was	20	minutes,	occupying	45%	of	a
               lesson’s	40	minutes	to	50	minutes.		Students	spent	on	average,	17%	of	their	class	computer	time	off-task	but
               for	20%	of	students,	a	full	30%	was	Off-task.		Boys	averaged	16	minutes	On-Task	and	4	minutes	Off-Task,
               while	girls	spent	significantly	more	time	On-Task,	17	minutes	and	less	Off-Task,	3	minutes.

               On-Task	time	similar	for	both	genders:	word	processing	(i.e.	Microsoft	Word),	online	learning	(Learning
               management	system,	online	learning	websites),	PowerPoint,	online	collaboration	(i.e.	Google	docs)	and
               Email.	Off-Task	time	differed	slightly	by	gender,	with	boys	mostly	playing	games,	then	streaming	videos,
               sport,	and	streaming	music;	while	for	girls,	streaming	videos	were	most	popular,	then	gaming	and	the	others.

               Distractibility	data	revealed	an	average	of	four	task	switches	between	On-task	and	Off-task	per	lesson.
               Distractibility	was	modest	and	similar	across	years	7-10,	but	dramatically	improved	in	years	11	and	12.
               Search-engine	use	analysis	showed	an	overwhelming	use	of	Google	searches	and	at	a	simple	level,	with	only
               3%	of	searches	using	any	advanced	search	tools.	When	students	were	given	access	to	their	computer	usage
               behaviour	data,	including	their	Off-Task	times,	Distraction	index	and	their	number	of	task	switches,	a
               majority	of	students	viewed	the	data	and	all	parameters	were	significantly	improved	in	those	10	days
               compared	to	the	preceding	10	day	period.	This	strongly	indicates	that	self-awareness	of	distractibility	and
               off-task	measures	can	improve	student	self-regulation	and	learning	engagement.

               Our	findings	justify	expansion	to	future	longer	prospective	controlled	studies	from	a	greater	number	of
               schools,	especially	from	more	diverse	backgrounds	and	ICT	resource	levels,	where	benefits	may	be	even
               greater,	identifying	and	notifying	teachers	of	subgroups	of	students	needing	intervention.

               2.	Study	methods

               This	was	an	observational	descriptive	study	of	computer	use	by	grade	7-12	students	in	authentic	classroom
               teaching	over	approximately	one	year,	with	automated	continuous	collection	of	computer	use	data,	which
               provided	teachers	with	a	glanceable	colour	coded	web	page	of	student	engagement	data.

               2.1	Data	Source

               Classroom	computer	usage	data	were	collected	with	student	knowledge	from	four	schools	with	1:1
               computers	(Windows	and	Apple	OS	X)	between	1 	February	2017	to	30 	October	2017.	Data	from	a	total	of
               3,961	student	lessons	with	any	computer	use	were	analysed	from	School	1;	16,320	from	School	2;	571	from
               School	3;	and	761	from	School	4.	Computer	usage	data	from	a	total	of	21,454	student	lessons	were	analysed.

               Students	were	high-school	students	from	years	7	to	12.	A	total	of	87	students	(40	boys	and	47	girls)
               participated	from	School	1;	307	(158	boys	and	149	girls)	from	School	2;	66	(28	boys	and	38	girls)	from	School
               3;	and	89	(46	boys	and	43	girls)	from	School	4.	Data	from	a	total	of	549	students	(286	boys	and	263	girls)
               were	used	in	this	analysis.

               ©	Copyright	2017	|	All	Rights	Reserved	by	FIC	Technology
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