Can Order of Access to Learning Resources Predict Success?

Learning management systems capture student’s interactions with the course contents in the form of event logs, including the order in which resources are accessed. We build on past research which indicates there are learning benefits if students determine their own ordering of use of learning materials. We report our exploration of sequential data mining that aims to help teachers determine whether some patterns of access to learning resources are predictive of performance, especially where this may signal the need for remediation. We report first explorations of the data in a graphics course and these indicate that sequence of resource access varied between the low, medium and high achieving student groups.