Volume Two - Academic Conferences

Phelim Murnion and Markus Helfert
4. Using another typology popular in the field, we can categorise papers by educational task(Baker
and Yacef 2009), or educational objective(Romero and Ventura 2010)again using a binary division
consisting of:
Supporting teaching and learning (which is the focus of this study), versus
Supporting theory advancement (student models, domain content models, etc.)
Based on these steps, the twenty-nine papers per criterion 3.a. are sampled to select papers
according to criterion 4.a. This will focus the review on papers relevant to this study: those which
examine support for teaching and learning in a LMS environment.
Figure 4: EDM research; integration with the educational context
Out of the full sample of papers (per criterion 3.a), some are excluded because they do not meet
criterion 4.a or for other practical reasons. Papers excluded are listed in Appendix A
The analysis in figure 4 shows that EDM research is not highly developed in terms of integration with
the educational context. At each stage in the development of the integration (vertical axis) there are
fewer papers. The most notable gap is in the integration stage. Furthermore there is no clear
development over time. On the one hand, all the papers in the Integration stage are in the later years.
On the other, most of the papers in the Problem stage are also in the later years (5 for 2008).
4. Proposed conceptual framework
As our analysis in section three shows, there is a significant gap in EDM research;in the form of an
inadequate model of the task domain of teaching and learning. In order to address this gap, we
propose a conceptual frameworkthat enables EDM research to be more integrated with the task
domain. The basis for that framework is the related work on the data mining cycle, as outlined in
section 4.1 and the refinement of that model for the special case of the task domain, which is teaching
and learning, as outlined in 4.2. Therefore, we propose an educational data mining cycle (figure 5)
which incorporates a conceptual linkage (dashed triangle) to the task domain of teaching and
learning.
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