Assessment through learning analytics using digital educational resources in the Osteology subject

Abstract

Osteology as a subject requires systematic measurements through learning analytics using digital educational resources to monitor individual student progress. The aim of this research is to assess the academic outcomes achieved through the interactive platform (Moodle) using learning analytics to enhance the teaching and learning process of osteology. The research is grounded in a positivist educational research paradigm, employing a quantitative methodology. The key findings, derived from data analysis, reveal that the mean statistic is descriptively higher in all activities where the methodology utilizing digital educational resources was applied, compared to traditional methodology. This observation is confirmed by the graphs used and, from an inferential perspective, significant differences between the two distributions were observed in all comparisons, assuming normality. In conclusion, the research indicates that evaluating academic outcomes with the use of digital educational resources has proven to be superior to employing traditional methodology.