Abstract:

In this research, we aim to find out the relationship between the high-school students’ scores and their activity patterns when they are using 3D e-learning contents. For this purpose, we collaborate with high-schools in Fukuoka, Japan to provide the E-learning content to their students as the associate textbook. Such E-learning content is developed by using WebGL and ThreeJS technology, and it represents one lecture of Chinese ancient literature. The text is a part of the book "Shiji". The article is a story but is very difficult for students to understand. Because the gramma of ancient Chinese is different from current Japanese.

In this research, we have developed an interactive 3D web application. In this application, we use 3D animations to represent the story. It also includes the original ancient article, the newly written article, and its translations of current Japanese. In this application, students can watch the animations step by step. During this process, students can change their viewpoints freely, repeat specific animation clips, comparing the different types of descriptions. These activities will be recorded as the log data for further analyzation. Last, users need to finish a quiz and a questionnaire. The quiz is provided for evaluating if the students understand this article, and the questionnaire is used to obtain students’ motivations of using 3D applications and their customs on using 3D applications.

Then, we will visually analyze the collected data in two aspects. First, we will compare the scores of two group students. The students in the first group use our application as the associate learning material, and the students in the second group do not use our application. By comparing their scores, we hope to find out if such kind of application is helpful for improving students’ scores. Second, we will try to find out the relationship between students’ activity patterns and their scores. We will classify all students into four groups. This classification is based on students’ scores and the questionnaire results. The four groups are respectively “low-motivation and high-score”, “high-motivation and high-score”, “high-motivation and low-score” and “low-motivation and low-score”. Then we focus on the 2nd and 3rd groups. We will find out the common activity patens of the students in the different groups. By comparing the differences in their activity patterns, we wish to find out why the students obtain low scores. We also want to discuss if it is possible to provide advices to the students with low scores according to the activity patterns of the students in the 2nd groups.

Keywords:

e-learning, Learning analytics, 3D graphics, Animation.