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The Impact of Learning Design on the Mastery of Learning Outcomes in Higher Education

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dc.contributor.authorDivjak, B.
dc.contributor.authorBarthakur, A.
dc.contributor.authorKovanović, V.
dc.contributor.authorSvetec, B.
dc.contributor.conference15th International Conference on Learning Analytics and Knowledge (3 Mar 2025 - 7 Mar 2025 : IRELAND, Dublin)
dc.date.issued2025
dc.description.abstractEnsuring constructive alignment between learning outcomes (LOs) and assessment design is crucial to effective learning design (LD). While previous research has explored the alignment of LOs with assessments, there is a lack of empirical studies on how assessment design influences LO mastery, particularly the relationship between formative and summative assessments. To address this gap, we conducted an empirical study within an undergraduate mathematics course. First, we evaluated the course's learning design to identify potential gaps in constructive alignment. Then, using a sample of 169 students, we analysed their assessment results to explore how LO mastery is demonstrated through formative and summative assessments. This study provides a novel learning analytics (LA) methodology by combining cognitive diagnostic models, epistemic network analysis, and social network analysis to examine LO mastery and interdependencies. Our findings reveal a strong connection between the mastery of LOs through formative and summative assessments, underscoring the importance of well-constructed LD. The practical implications suggest that LA can serve as a critical tool for quality assurance by guiding the revision of LOs and optimising LD to foster deeper student engagement and mastery of critical concepts. These insights offer actionable pathways for more targeted, student-centered teaching practices.
dc.identifier.citation15th International Conference on Learning Analytics and Knowledge Lak 2025, 2025, pp.726-737
dc.identifier.doi10.1145/3706468.3706565
dc.identifier.isbn9798400707018
dc.identifier.urihttps://hdl.handle.net/11541.2/42157
dc.language.isoen
dc.publisherASSOC COMPUTING MACHINERY
dc.publisher.placeUS
dc.relation.fundingEuropean Union Erasmus+ program 2022-1-HR01-KA220-HED-000085818
dc.relation.fundingCroatian Science Foundation IP-2022-10-2854
dc.rightsCopyright 2025 Copyright held by the owner/author(s). This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/)
dc.source.urihttps://doi.org/10.1145/3706468.3706565
dc.subjectlearning outcomes
dc.subjectlearning analytics
dc.subjectlearning design
dc.subjectassessment design
dc.subjectassessment validity
dc.titleThe Impact of Learning Design on the Mastery of Learning Outcomes in Higher Education
dc.typeConference paper
pubs.publication-statusPublished
ror.fileinfo12299609940001831 13299609930001831 The impact of learning design on the mastery of learning outcomes in higher education
ror.mmsid9916949931201831

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