ABSTRACT In this work, we study students' behaviours from a blended programming learning environment that integrates learning analytics across physical and digital learning spaces. We designed a classroom study and collected data from a computer science class. Students' reviewing and reflecting behaviours, based on the use of a home-grown educational technology were tracked and modelled. Moreover, students' reviewing efforts, in terms of frequency, timing, and the associations with their academic performances were analysed. Results showed that high- and low-level students had distinct reviewing strategies. High-level students were more vigilant in reviewing. When they reviewed persistently, they achieved higher academic performances. Overall, students put extra emphasis on reviewing prior to the exams and the efforts demonstrated the desire to review formal assessments regardless of if they were graded for academic performance. In addition, all students paid more attention to reviewing quizzes and exams toward the end of the semester.

中文翻译：

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在混合编程学习环境中利用行为分析

摘要 在这项工作中，我们从混合编程学习环境中研究学生的行为，该环境将学习分析整合到物理​​和数字学习空间。我们设计了一项课堂研究并从计算机科学课程中收集数据。基于使用本土教育技术的学生回顾和反映行为被跟踪和建模。此外，还分析了学生在频率、时间和与学业成绩的关联方面的复习努力。结果表明，高、低水平学生有不同的复习策略。高年级学生在复习时更加警觉。当他们坚持复习时，他们取得了更高的学业成绩。全面的，学生们特别重视在考试前的复习，这些努力表明他们希望复习正式的评估，无论他们是否因学业成绩而被评分。此外，所有学生在学期末更加注重复习小测验和考试。