Utilizing student activity patterns to predict performance
© The Author(s) 2017
Received: 31 July 2016
Accepted: 12 December 2016
Published: 13 February 2017
Apart from being able to support the bulk of student activity in suitable disciplines such as computer programming, Web-based educational systems have the potential to yield valuable insights into student behavior. Through the use of educational analytics, we can dispense with preconceptions of how students consume and reuse course material. In this paper, we examine the speed at which students employ concepts which they are being taught during a semester. To show the wider utility of this data, we present a basic classification system for early detection of poor performers and show how it can be improved by including data on when students use a concept for the first time. Using our improved classifier, we can achieve an accuracy of 85% in predicting poor performers prior to the completion of the course.
KeywordsLearning Analytics Data Mining Virtual Learning Environments Student behavior Early intervention
Computer Science degree programmes have typically suffered from high attrition rates (Beaubouef & Mason, 2005; Biggers, Brauer, & Yilmaz, 2008). In the UK, Dehnadi and Bornat (2006) report that the majority of undergraduate students fail introductory courses and the authors note that, despite this, little hard analysis has been performed to examine why this is the case.
As a result of this high degree of attrition, there is a shortage of suitably skilled graduates to fill the needs of ICT companies (Lang, McKay, & Lewis, 2007; Lister, 2008; Slonim, Scully, & McAllister, 2008). Estimates vary widely, but in the US for example, there was between 1.25 million (Thibodeau, 2011) and 400,000 (Davis, 2011) unfilled IT jobs in 2011 (when the US unemployment rate was 9%). Estimates of up to half a million unfilled IT jobs in the US have led to the $100 million TechHire initiative (Lapowsky, 2015). In one recent report (Huntley & Young, 2015), it is projected that only 30% of 1.4 million specialist IT jobs in 2020 will be filled by suitably qualified graduates.
Tackling this problem is non-trivial and there are a number of points at which it can be addressed. One of the obvious places to address this skills shortage is at the undergraduate stage which students have traditionally found difficult to complete successfully. There is no shortage of innovation in teaching techniques to try something different, for example pair programming (Teague & Roe, 2007) and problem-based learning (O’Kelly et al., 2004; O’Kelly, Mooney, Bergin, Gaughran, & Ghent, 2004). While based upon generally sound principles, many of these curriculum changes had a focus on changing existing practice without necessarily analyzing what the underlying problem is with Computer Science education.
With the advent of analytics and big data in general (Manyika et al., 2011), Learning Analytics (Siemens & Long, 2011) has become more widespread and has the potential to make significant contributions to understanding learner behavior. Good quality data underpins Educational Analytics and Virtual Learning Environments (VLEs) or Learning Management Systems (LMSs) have the potential to generate the necessary data in the quality and quantity required. With appropriate processing, this learner-produced data can then provide valuable insight into what is actually happening in the learning process, and suggest ways in which educators can make improvements, for example identifying students at risk of dropping out or needing additional support in the learning process.
The analysis of data from VLEs is well established. Casey and Gibson (2010) examined Moodle data for fifteen modules in three different programmes. The data stored in the system about the activities of both teachers and students typically represents when, where, and who performed particular actions. They found some interesting correlations that link with high performance such as daily module logins, the amount of material reviewed, or Moodle usage over a weekend. Surprisingly, they found that extremely high student activity levels on Moodle for certain modules are often a negative indicator for student performance. This could be used to detect students with difficulties ahead of time through early intervention.
Early intervention is a key goal of Learning Analytics (Macfadyen & Dawson, 2010), and several universities have schemes in place to identify at-risk students. Course Signals (Arnold & Pistilli, 2012) is a system at Purdue University that feeds information back to faculty members on the likelihood of student success. Based on data from four different categories (performance, effort, prior academic history, and student characteristics), faculty members can identify at-risk students and send them personalized emails to assist them.
Initiatives such as Course Signals are a proven method for improving student retention, but they are typically a one-size-fits-all solution. However, with a tailored solution for subject areas such as computer programming, where the majority of student activity takes place online, the opportunities for fine-grained detailed analysis are far greater (Blikstein, 2011). These subject areas, programming in particular, have been the areas where students have traditionally struggled.
An interesting project, which has many parallels to the VLE discussed in this paper, is the Blackbox project (Brown, Kölling, McCall, & Utting, 2014) where users of the popular BlueJ IDE can opt to contribute analytics on their programming. Brown et al. report that over one hundred thousand users have signed up. This project has the potential has the potential to yield data at an unprecedented scale.
Romero-Zaldivar, Pardo, Burgos, and Kloos, (2012) report on a successful trial examining the viability of virtual machines within a learning analytics context. The authors describe how they equipped each student in a second year undergraduate engineering course with an instrumented virtual machine. This virtual machine recorded data as the students used it, and submitted it to a central server. While the analytics are also high-level, the authors do note that useful actionable information was obtained that could be fed back into the teaching process. Specifically, they were able to observe that hardly any students used a particular tool (the debugger) during the course.
Berland, Martin, Benton, Petrick Smith, and Davis (2013) discuss the importance of tinkering in the learning process. To measure it, they capture the various states of a program as a student edits it. The authors then analyze how students move though the state space of potential programs. While they found that different students took diverse paths, they were able to identify three phases to their learning. The result of their work is the EXTIRE framework, which characterizes the transitions that take place during tinkering. Other research concentrates on measuring the efficacy of tutoring software determining how robust learning is in an online tutor (Baker, Gowda, & Corbett, 2010; 2011), knowledge that can then be fed back into the instructional design process.
Ahadi, Lister, Haapala, and Vihavainen, (2015) outline a promising classifier (based on decision trees) approach to predicting low-performing and high-performing programming students. Based on a number of features, the most effective being how the students performed on a subset of Java programming exercises they were given during the course. Using this approach, the authors report an accuracy of between 70 and 80%.
One notable feature of the VLE system presented in this paper is the potential for real-time analytics. Edwards (2013) notes that many VLEs do not provide real time feedback to educators. The platform presented in Fine grained data section, however, has the potential to operate in real-time with minimal work and, as such, has the ability to be a useful tool in the context of a laboratory session, where a tutor could intervene if a student was deemed to be struggling.
Fine grained data
The application simulates an 8-bit x86 microprocessor with a restricted amount of memory. Loosely based on Baur’s Microprocessor Simulator (Baur, 2006), a Microsoft Windows application, the simulator allows students to create small assembly programs, compile them, and execute them. As programs are executed, students can see a visual representation of CPU registers, memory, and a host of connected devices. Students can either run programs freely (adjusting their speed via slider) or can step through the programs instruction by instruction. Being browser-based, the application can be run in any OS with a reasonable web browser, though only Chromium browser was supported actively. Students could save their work and sessions on any computer, and resume sessions when they logged in elsewhere.
Learning materials were also integrated into SOCS. A series of 20 lessons, identical to lecture slides, were made available in the platform. Students were encouraged to break away from the learning materials to try concepts out in the simulator, hence the tight coupling between the simulator and the learning material. Additionally, eight lab exercises were also available. The labs and lessons were represented as HTML5 slides using the popular Reveal.js library (Ferreira, 2013). Although it was decided against it at the time, due to the experimental nature of the software, the learning materials could have been decoupled from the simulator and analytics collected on the server side via a Tin-Can API (Kelly & Thorn, 2013).
Hosting of general learning activities in SOCS is possible because the module is largely a programming module. We have been able to move the tools that typically would have been used on the desktop into the browser itself, allowing students to program wherever they have a web-browser, with no need to install additional software. As students interact with the system, fine-grained data on their interactions is recorded centrally with a view to improving the learning experience. The fact that so much day-to-day course activity is taking place on an instrumented platform allows unprecedented opportunities in learning analytics and personalized content delivery.
An introduction to the course and the platform is provided to the students at the beginning of the semester when the course commences. Students are informed of the possibility to remove the data associated with their activity at the end of the semester (an opt-out policy). Then, after a 3 month waiting period, all data is anonymized prior to analysis by our classifier. No students opted out in the year of analysis and data from 111 students was available.
The activity diagram shows three spikes that correspond with the periods before the lab exams and the final written exam. The two lab exams are activity intensive as well, even though these lab sessions are just two hours in duration. Each lab session was typically composed of a set of programming tasks that were to be completed within the timeframe of the lab. Apart from the two lab exams, labs were not graded and attendance was recorded as students were expected to attend. Attendance was typically in excess of 90%. The most interesting aspect of the diagram is the degree of activity immediately preceding the two lab exams and the final written exam. This shows the extent to which students on the module are assessment-driven.
Apart from compressing successfully compiled programs to estimate the complexity of the code that students are writing, the availability of the code offers other opportunities. For example, it is possible to identify certain key concepts as core material for the selected module. One can then scan the programs the students have successfully written to test for the use of these concepts.
The concepts tested
Interrupt Service Routine
Procedure (including call and return)
Timer interrupt (specific form of ISR)
Indirect Addressing (MOVs of a specific type)
Seven Segment display (output device)
The main observation from Figs. 3 and 4 is the similar patterns that they both exhibit. Most students (approximately 63%) adopt the relevant concept quite early in the semester, usually about 10% of the way through the semester. Another feature that is noteworthy is the stepped nature of the adoption times. These typically coincide with specific events such as a lab session where the students are given worksheets or a lab exam in order to focus their studies.
What is significant about Figs. 5 and 6 is that they demonstrate that if a student has not used a concept by a certain point in the semester (when just over 60% of the semester has elapsed), then it is unlikely that they ever will. An appropriate intervention at this point would be compulsory, targeted tutorials and worksheets. Figures 5 and 6 also show the same stepped nature we have observed in Figs. 3 and 4. Again this is due to certain events such as labs or lab exams triggering the students to use a certain concept.
Overall, identifying specific concepts and examining when students use them is a worthwhile process as it can yield some results that are surprising to the educator (in this case the number of students who never use the Seven Segment Display). It also allows us to identify points in time during the course where targeted intervention would be advisable.
In our analysis, we found that students adopt different concepts at different times. Concept adoption times are quite varied and it is too simplistic to classify students as early adopters or late adopters. This strengthens the value of such fine-grained analysis and subsequent targeted intervention. Instead of just trying to identify students who are having difficulty in general, we can identify the particular concepts certain students are struggling with.
In the next section we discuss our pass-fail classifier, which uses a more significant portion of the digital footprint of students during the semester (not just the programs that they compile) and predicts whether they will pass or fail the final written exam based on their online activity. We show how the use of the concept-adoption times above can improve the accuracy of the classifier.
We have developed a binary classifier (Györfi, Devroye, & Lugosi, 1996) that predicts a student’s performance in the course’s final written exam (pass/fail) based on a number of dimensions. This final exam is a 3 h long exam with a mixture of short questions (weighted at 20%) and 4 longer questions (weighted at 80%). The questions typically test a student’s knowledge of assembly language programming with an emphasis on low level programming ability rather than problem solving skills.
To construct the pass-fail classifier, a bag of classifiers approach was adopted. This bag of classifiers is composed of a Linear Regression classifier, a Logistic Regression classifier, Gaussian Naive Bayes classifier, Multinomial Naive Bayes classifier, Bernoulli Naive Bayes classifier, Support Vector Machine with Radial Basis function kernel classifier, a K-Neighbors classifier with K = 12 and a Decision Tree classifier. To compare and evaluate different pre-processing techniques and models, we employed a cross-validation approach. In our case, we used a variant called “k-fold cross-validation” (Refaeilzadeh, Tang, & Liu, 2009) in order to compare the classifiers in the set. As the decision tree classifier in Scikit-learn is the best performing one in later sections, it is worth noting that the Scikit implementation is an optimized version of CART (Classification and Regression Trees) (Breiman, Friedman, Olshen, & Stone, 1984), which is quite similar to C4.5 (Quinlan, 1996).
Metrics used for the classifier
• Number of Successful Compilations
• Successful Compilations Average Complexity
• Number of Failed Compilations
• Failed Compilations Average Complexity
• Ratio between On-campus and Off-campus Connections
• Number of Connections
• Time spent on the Platform
• Time spent on slides within the Platform
• Slides Coverage
• Number of Slides visited
• Number of Slides opened
• Number of transactions during Labs
• Number of transactions outside Labs
• Number of transactions in the Platform
One particularly successful feature that we have used as an input to our classifier is program complexity. In order to derive this, we strip off the comments of the compiled programs, compress them using a standard compression algorithm and measure the compressed code’s length. This technique, examined in detail by Jbara and Feitelson (2014) is a useful proxy for code complexity.
As often is the case with real world data, the data collected was somewhat problematic, with missing, duplicated or corrupted entries. Thus, considerable efforts were spent on data cleansing (Hernández & Stolfo, 1998). The preprocessed data listed in Table 2 contain attributes with a mixture of scales for different quantities. The machine learning methods we apply either expect or are more effective if the data attributes all have the same scale. The two scaling methods we applied on our data were normalization and standardization.
In addition, we reduced the number of features or dimensions in order to verify whether feature reduction improves our prediction accuracy. Feature engineering, the judicious selection and pre-processing of such features, is one of the most challenging and important phases for such data-driven algorithms (Anderson et al., 2013).
The number of potential classifiers that could be used in an analysis can be somewhat daunting. This can be overcome by evaluating all possible classifiers and choosing the classifier that gives the greatest accuracy. The selection of classifiers evaluated was provided by the Python-based machine learning library, Scikit-learn (Pedregosa et al., 2011). To test the performance of each classifier, we employed a k-fold cross validation approach (Refaeilzadeh et al., 2009). Essentially this involves partitioning the data in multiple ways each of which avoids training the classifier on the same data that is used to evaluate its performance.
From the ROC curve in Fig. 8, it is notable how the classifier performance improves over time. This is due to the fact that the accumulated data upon which the classifier makes its decisions increases as the semester progresses. The lower accuracy earlier in the semester is exacerbated by the fact that students exhibit a strong back-loading behavior in this subject, leaving a significant portion of their learning activities until late in the semester. This can be seen from the activity levels depicted in Fig. 2. In short, accuracy is low earlier in the semester simply because students have not interacted with the system enough.
Metrics used for the classifier
In this paper we have shown the value of collecting the work that students perform during a module, and the value of providing tools to educators to analyze this work. In the particular case study presented, the analysis uncovered the fact that a large number of students were not using a key concept which the lecturer had spent considerable effort in teaching. These results are interesting in that they highlight topics students find more difficult or uninteresting.
Early intervention is invaluable to identify at-risk students before they fail a module. Pass-fail classifiers can be useful in identifying these at-risk students, but only if they are accurate. We have been able to improve the accuracy of our basic pass-fail classifier by adding the concept adoption times for the six chosen concepts as dimensions to the classifier. The improvement in the classifier is not apparent until week 10 of the 16-week module. This is due to a degree of back-loading of student effort where they do not spread their effort out evenly during the semester. However, once enough data becomes available on student compilations (around week 10) the accuracy of the classifier improves significantly. At this point in time, 6 weeks remain before the final written exam, leaving some scope for intervention.
In future work, we will use other methods of analysis relating to how students adopt concepts. At present, we focus solely on the time a student first successfully uses a concept. This usage could be via an example program obtained from course materials or by the student writing their own code. Currently we do not distinguish between the two on the basis that learning is likely to occur in both scenarios. The adoption-time metric also does not distinguish between a student who has used a concept several times versus one who has only used the concept once. We also do not currently track when a student has attempted to use a concept unsuccessfully. The task of identifying an incorrect attempt to use a concept is one of measuring student intent, something that is simply not always possible solely by examining the programs they write.
The contribution to the pass-fail classifier can also be improved further. Currently, there is a positive contribution to classifier accuracy once most of the first-concept usage times are known (around week 10). Immediately before this, the classifier is made slightly worse by the use of the concept adoption times. It will be worth exploring mechanisms to avoid this performance cost. The classifier itself can be improved, for example by employing an ensemble approach (Galar, Fernández, Barrenechea, Bustince, & Herrera, 2011).
Beyond its use in the pass-fail classifier, the availability of the programs students write is an invaluable resource that lends itself to many forms of analysis. One of these forms of analysis is identifying key concepts and searching for when students first use these concepts. Through this, we can gain insights into how students relate to individual topics and identify optimal points in time for early, targeted, intervention. In general, this level of data permits better understanding as to how students learn by enabling an instructor to analyze exactly what students have been working on and when, all at an extremely high level of detail.
While the work on this paper concentrates on the challenging problem of how to predict student performance in the discipline of computer programming, the results are relevant wherever students expend a significant portion of their learning effort online.
No funding agency was involved in this project.
Dr Casey was responsible for approximately 75% of the experimental work and paper authoring. Mr Azcona was responsible for the remaining 25%. Both authors read and approved the final manuscript.
The authors declare that they have no competing interests.
Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
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