Exploring the Relationship Between System Operation Behaviors and Learning Achievement in Agricultural Education

Abstract

With the growing integration of digital technologies into agricultural education, learning support systems play a pivotal role in enhancing students’ understanding of environmental and field-based concepts. While previous studies have shown their effectiveness, less attention is given to the specific student behaviors that contribute to improvements. This study investigates which system operation behaviors are strongly associated with learning achievements in a high school agricultural context. Behavioral log data are collected from a class using the Field Environment Digest System, a web-based platform visualizing real-time field data from sensor networks. Students are grouped into quartiles based on test performance, and their usage behaviors are analyzed comparatively. Results show that high-performing students engage more in interactive operations such as switching chart views, exploring legends, and adjusting sensor variables. These patterns suggest that deliberate, exploratory interactions are linked to better outcomes and can inform instructional strategies and system designs that promote deeper understanding