Abstract:

Academic performance prediction is a crucial aspect of education in general and higher education in particular. In recent years, the proliferation of educational technologies has provided us with an analytical tool to predict student performance and, if necessary, implement corrective measures. The aim of the present study was to elucidate whether the viewing times of educational videos predict performance in two different forms of assessment: the electronic portfolio and traditional tests. A total of 70 undergraduate students participated in the study. Employing a flipped classroom approach, students were required to watch a series of educational videos before attending face-to-face classes, where they applied the content to problem-solving activities and case studies. Simultaneously, they were asked to complete an individual electronic portfolio, in which they also applied the contents to real-life examples, often autobiographical in nature. A dual assessment was carried out: through performance in the individual electronic portfolio and through multiple-choice tests. The results indicated that viewing times of educational videos directly predicted performance in the electronic portfolio and indirectly predicted performance in traditional tests through electronic portfolio performance, although not directly. These findings highlight the potential of analysing interactions with educational technologies in predicting student performance.

Acknowledgement:
This study was conducted as part of Project PIIDUZ 4629, funded by the University of Zaragoza's call for teaching innovation projects.

Keywords:

Educational technology, educational videos, e-portfolio, academic performance, higher education.