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Learning Tracking Data Analysis: How privacy issues affect student perception on E-learning?

Abstract : Research works from the past ten years have demonstrated that technologies could in many ways enhance learning experience. Meanwhile, technologies can also create obstacles to the latter. For instance, using tracking approaches on the majority of e-learning platforms to monitor learners’ activities raises many privacy questions. As for learners, knowing that their personal data are being used, even for educational purposes, they could radically change their perception on e-learning technologies. This paper presents a study on privacy issues in e-learning, based on both existing research findings and an experiment that we have conducted with the participation of students from three universities in France and one university in Germany. The study covers two main aspects. First, it outlines various tracking approaches in e-learning. Second, it analyzes how the participants perceive the use of their tracking data and the related privacy issues. The major contribution of this paper is the awareness-raising of privacy concerns, which are often overlooked by researchers and e-learning content providers.
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https://hal.archives-ouvertes.fr/hal-01433169
Contributor : Sylvain Meignier <>
Submitted on : Thursday, January 12, 2017 - 3:12:49 PM
Last modification on : Friday, April 10, 2020 - 2:38:08 PM

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  • HAL Id : hal-01433169, version 1

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Madeth May, Sébastien Iksal, Claus Alexander Usener. Learning Tracking Data Analysis: How privacy issues affect student perception on E-learning?. 8th International Conference on Computer Supported Education (CSEDU), Apr 2016, Rome, Italy. pp.154--161. ⟨hal-01433169⟩

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