An intervention engine design and development based on learning analytics: the intelligent intervention system (In2S)


Smart Learning Environments, vol.6, no.1, pp.1-18, 2019 (ESCI) identifier

  • Publication Type: Article / Article
  • Volume: 6 Issue: 1
  • Publication Date: 2019
  • Doi Number: 10.1186/s40561-019-0100-7
  • Journal Name: Smart Learning Environments
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, INSPEC, Directory of Open Access Journals
  • Page Numbers: pp.1-18
  • Keywords: Learning analytics, Intelligent learning management system, Intervention engine, Instructional intervention, Supportive intervention, Motivational intervention, PERFORMANCE, AUTONOMY
  • Hacettepe University Affiliated: Yes


In this study, an intervention engine based on learning analytics was designed and developed. The intervention engine is named the Intelligent Intervention System ((InS)-S-2). Within the scope of this research; (InS)-S-2 system and its components have been introduced, and the system is evaluated based on learners' views. (InS)-S-2 includes three types of intervention that are instructional, supportive, and motivational intervention. The instructional intervention was structured based on assessment tasks. The supportive and motivational interventions were structured based on the learning experiences of the learners. Signal lights (red, yellow, and green) are presented to the learners for each assessment task as an instructional intervention. Supportive intervention is presented to the learners via the dashboard. In the context of motivational intervention, elements of gamification as a leader board, badges, and notifications have been used. In order to obtain the learner's views about the (InS)-S-2, semi-structured interviews were conducted with the learners who had a previous learning experience with the system. The learning environment was evaluated based on their views. Learners had a nine-week learning experience in the e-learning environment. Then, eight students who used the system most actively and eight students who used the system most passively were selected for focus group interviews.. According to the findings, it was seen that the learners who use the intervention engine indicated that the system is useful and want to use it in the context of other courses.