Visualizing Knowledge-Based Learning Logs to Support Multi-Perspective K-12 Math Instruction

Abstract

The Open Knowledge and Learner Model (OKLM) is a framework that reconstructs learning logs from learning management systems (LMS) into structured knowledge units, enabling knowledge-based learning analytics that go beyond conventional behavior-oriented approaches. Recognizing the need for more accessible and beneficial LA tools in K-12 teachers, this study developed an OKLM-based visualization dashboard to support teachers in gaining a multifaceted understanding of students’ learning states. The dashboard integrates and visualizes one year of mathematics learning logs from Japanese junior high school students, collected across multiple learning support systems. To evaluate its utility, we conducted interviews with three junior high school mathematics teachers in Japan. They assessed whether the dashboard enabled them to interpret students’ states and characteristics from various pedagogical perspectives, and whether such information was useful. The results suggest that perspectives such as self-awareness and relative positioning were particularly effective in helping teachers understand learners, and that the system is adaptive in supporting flexible interpretation of student information according to teachers’ instructional goals and experiences. These findings indicate that the proposed dashboard can provide teachers with richer information across diverse perspectives compared to existing methods, thereby supporting more personalized learning and demonstrating OKLM's potential for real-world educational settings.