A Systematic Literature Review of Empirical Research on Epistemic Network Analysis in Education

被引:28
作者
Elmoazen, Ramy [1 ]
Saqr, Mohammed [1 ]
Tedre, Matti [1 ]
Hirsto, Laura [2 ]
机构
[1] Univ Eastern Finland, Sch Comp, Joensuu 80100, Finland
[2] Univ Eastern Finland, Sch Appl Educ Sci & Teacher Educ, Joensuu 80100, Finland
关键词
Epistemic network analysis; quantitative ethnography; network analysis; learning analytics; systematic review; COMMUNITIES; THINKING; DISCOURSE; ONLINE; CSCL;
D O I
10.1109/ACCESS.2022.3149812
中图分类号
TP [自动化技术、计算机技术];
学科分类号
0812 ;
摘要
Over the past decade, epistemic network analysis (ENA) has emerged as a quantitative ethnography tool for modeling discourse in different types of human behaviors. This article offers a comprehensive systematic review of ENA educational applications in empirical studies (n=76) published between 2010 and 2021. We review the ENA methods that research has relied on, the use of educational theories, their method of application, comparisons across groups and the main findings. Our results show that ENA has helped visually model the coded interactions and illustrate the connection strength among elements of network models. The applications of ENA have expanded beyond discourse analysis to several new areas of inquiry such as modeling surveys, log files or game play. Most of the reviewed articles used ENA based on educational theories and frameworks (n=53, 69.7%), with one or more theories per article, while 23 articles (30.3%) did not report theoretical grounding. The implementation of ENA has enabled comparisons across groups and helped augment the insights of other methods such as process mining, however there is little evidence that studies have exploited the quantitative potential of ENA. Most of the reviewed studies used ENA on small sample size with manually coded interactions with few examples of large samples and automated coding.
引用
收藏
页码:17330 / 17348
页数:19
相关论文
共 117 条
[71]   Making sense of teacher agency for change with social and epistemic network analysis [J].
Pantic, Natasa ;
Galey, Sarah ;
Florian, Lani ;
Joksimovic, Srecko ;
Viry, Gil ;
Gasevic, Dragan ;
Knutes Nyqvist, Helen ;
Kyritsi, Krystallia .
JOURNAL OF EDUCATIONAL CHANGE, 2022, 23 (02) :145-177
[72]  
Paquette L., ADV QUANTITATIVE ETH, V2021, P185
[73]   Modeling STEM Learning Design Competence Through Discourse Analysis [J].
Peng, Xiaoling ;
Wu, Bian ;
Hu, Yiling .
2020 IEEE 20TH INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES (ICALT 2020), 2020, :201-205
[74]   Extending the Utility of the Views of Nature of Science Assessment through Epistemic Network Analysis [J].
Peters-Burton, Erin E. ;
Parrish, Jennifer C. ;
Mulvey, Bridget K. .
SCIENCE & EDUCATION, 2019, 28 (9-10) :1027-1053
[75]   Outcomes of a Self-Regulated Learning Curriculum Model Network Analysis of Middle School Students' Views of Nature of Science [J].
Peters-Burton, Erin E. .
SCIENCE & EDUCATION, 2015, 24 (7-8) :855-885
[76]  
Phillips M., 2019, ADV QUANTITATIVE ETH, P177, DOI [10.1007/978-3-030-33232-7_15, DOI 10.1007/978-3-030-33232-7_15]
[77]   Using Epistemic Network Analysis to Visually Map a Metacognitive Continuum of Urban Fourth Graders' Strategies for Navigating Multimodal Science Texts [J].
Pratt, Sharon M. ;
Coleman, Julianne M. .
ELEMENTARY SCHOOL JOURNAL, 2020, 121 (02) :224-255
[78]   A MIXED METHODS APPROACH TO EXPLORING THE RELATIONSHIP BETWEEN BEGINNING READERS' DIALOG ABOUT THEIR THINKING AND ABILITY TO SELF-CORRECT ORAL READING [J].
Pratt, Sharon M. .
READING PSYCHOLOGY, 2020, 41 (01) :1-43
[79]   Analysing Social Presence in Online Discussions Through Network and Text Analytics [J].
Rolim, Vitor ;
Ferreira, Rafael ;
Kovanovic, Vitomir ;
Gasevic, Dragan .
2019 IEEE 19TH INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES (ICALT 2019), 2019, :163-167
[80]   A network-based analytic approach to uncovering the relationship between social and cognitive presences in communities of inquiry [J].
Rolim, Vitor ;
Ferreira, Rafael ;
Lins, Rafael Dueire ;
Gasevic, Dragan .
INTERNET AND HIGHER EDUCATION, 2019, 42 :53-65