Analyzing Middle School Students’ Performance in a Multimedia-Enriched Problem-Based Learning Program Through Learning Analytics

We present our study examining students’ learning performance and behavioral patterns when using a multimedia-enriched problem-based learning (PBL) program, and exploring the relationships between them. Our study showed that students’ different levels of content knowledge played a role in how students determines when and what tools to use to facilitate their problem-solving. The findings provided insights for PBL and learning analytics (LA) researchers interested in designing technology-rich tools to support K-12 teachers in classroom implementation.