Abstract—Online learning offers opportunities responding to their different individual and group learning needs by leaving digital traces that allow tracking their experiences at the user level. This study aims to examine the perceived usability of the gamified educational platform called (ELORS) in relation to online behaviour. As well as analyse the clustering models in terms of their high and low level of engagement through their interaction metrics. A quantitative, descriptive correlational approach and an educational data analysis design was adopted through the K-means algorithm. The participants were 51 students in mathematics in the second year of secondary education. An instrument was used to evaluate usability and behavioural metrics, analysing 1065 interactions with 57 activities. The results showed advantages in usability and grouping. The level of usability achieved depends on the interaction of the users with the different learning objects and their moderate relationship in their interactions. In relation to the centroids, two groups are evidenced by number of attempts and interactions, identifying students with low levels of participation in the minority. A significant finding is given in relation to the preference of redeeming virtual values in gold from the diamonds collected. The perspective of the analysis allows identifying the potential of the gamified platform to work online in the formation of mathematical competence according to the current educational curriculum.
Index Terms—Usability, gamified educational platform, online learning, K-means clustering.
The authors are with Universidad Nacional de San Agustín de Arequipa, Peru (e-mail: ftalaveram@unsa.edu.pe, catencio@unsa.edu.pe, hdelcarpios@unsa.edu.pe, ddezav@unsa.edu.pe, acayro@unsa.edu.pe).
Cite: Fabiola Talavera-Mendoza, Carlos E. Atencio-Torres, Henry del Carpio, David A. Deza, and Alexander R. Cayro, "Usability Analysis and Clustering Model in e-Learning from the User Experience Perspective," International Journal of Information and Education Technology vol. 12, no. 2, pp. 108-115, 2022.
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