2011)]) as they are able to display multivariate observations with an arbitrary number of variables [Chambers et al. (1983)]. The visualisation widget Figure 9 shows the chart used for presenting engagement in RiPPLE.
RiPPLE uses Gamification and badging to increase student motivation and performance. Students are able to achieve badges in three broad categories of “Engagement Badges”, “Competency Badges”and “Peer Support Badges”. The achievement view enables students to track their progress towards achievements. Figure 10 shows the graphical interface used for showing achievements in RiPPLE.
The notification view in RiPPLE allows students to view notifications about their achievements and up coming study sessions.
Upon the first use of the platform, students are presented with a consent form seeking their permission to use their data to improve our understanding of the learning process and to evaluate the effectiveness of the recommended content. The consent view enables students to change their response at any time.
4.6 Instructor Page
Users with “instructor” role have access to an additional page that has three main views: the course overview, consent form, and reported questions.
This view enables instructors to add the set of topics that are to be used for tagging the questions. This list can be updated throughout the semester. This view also allows instructors to track the progress of each of the students that are enrolled in the course. Data related to their progress can be downloaded as a CSV or an SQL dump, which may be useful for educational data mining researchers.
This view enables instructors to develop the content of the consent form, which is to be filled by the students.
This view enables instructors to view, edit, and delete questions that have been flagged as inappropriate.
5 Expected Benefits
This section discusses the multiple beneficial outcomes that RiPPLE provides for students, instructors, and educational data mining researchers.
RiPPLE enables students to:
think about ways of evaluating understanding and learning. Designing questions requires students to think carefully about the topics of the course and focuses attention on the learning outcomes; choosing distractors requires students to consider misconceptions, ambiguity and possible interpretations of concepts; and writing explanations require students to express their understanding of a topic with as much clarity as possible, helping them develop their written communication skills and deepen their understanding [Denny et al. (2008)].
identify their knowledge gaps. Students often lack the requisite skills for making good decisions about what and how to study [Biggs (1999)], which can leave them undirected and time wasted. RiPPLE uses knowledge tracing algorithms to approximate knowledge states of students, enabling them to identify their knowledge gaps.
receive a more tailored learning experience. Having course content that serves the needs of diverse student populations (e.g., those with differing academic ability, backgrounds, and generational expectations) is extremely challenging. RiPPLE allows students to receive a more personalised learning experience by recommending content based on their knowledge states.
compare themselves with their peers or against their target goals. Students are often curious to know how they are performing compared to their peers or are keen to set personal goals and track their progress. RiPPLE uses knowledge tracing algorithms and visualisations that empower students to track their progress.
become more effective communicators. RiPPLE promotes collaborative learning in a social, student-centred learning environment, where students learn to articulate their opinions, provide support for their views, and listen and relate to the views of others. Such learning communities lead to the development of “cognitive or intellectual skills or to an increase in knowledge and understanding”, or to the development of communication and professional skills [Falchikov (2001)].
enhance their social connectedness. Many students, 