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Educational Data Mining: Illuminating Student Learning Pathways in an Online Fraction Game

This study investigates ways to interpret and utilize the vast amount of log data collected from an educational game called Refraction to understand student fraction learning. Study participants are elementary students enrolled in an online virtual school system who played the game over the course of multiple weeks. Findings suggest that students use a variety of splitting strategies when solving Refraction levels and that these strategies are related to learning gains.