期刊名称：RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação
印刷版ISSN：1646-9895
出版年度：2021
期号：43
DOI：10.17013/risti.43.21-37
语种：Spanish
出版社：Associação Ibérica de Sistemas e Tecnologias de Informação (AISTI)
摘要：Having records of the massive use of digital tools allows observing additional aspects of the learning process, from the Learning Analytics approach. This study, as a controlled case, analyzes the uses and describes the types of students, according to access to digital resources and temporality, which differ according to the course, gender or presence. It is carried out in cetheris paribus conditions, for different courses, first and fourth, with the same teacher, subject, teaching methodology and period. The results show that first-year students have a more temporally polarized behavior and a greater digital gap with respect to the average, while fourth-year students are more committed to the program, with women being more digitally active, pointing to a positive relationship between grades and digital activity, more consolidated in fourth grade. The cluster analysis confirms the differences in the grouping of students in the different courses, conditional on digital use and performance.
关键词：Digital records; digital gap; academic marks; learning analytics
