This thesis investigates novel approaches for identifying and addressing potential issues earlier during a learning process, i.e. potential process-oriented feedback needs as opposed to outcome feedback opportunities usually applied after a learning task has been completed. The thesis consists of two main parts presented in chapter 2 and chapter 3. The first part (chapter 2) proposes a simulation approach that addresses the learning/teaching process challenges in the domain of conceptual modeling from the perspective of process-oriented cognitive feedback, followed by three empirical studies that demonstrate the usefulness of the method in a learning context. The second part (chapter 3) of the research presents two empirical studies which illustrate the usefulness of learning process analytics, and process mining techniques in particular, in observing and analyzing learning processes with respect to behavioral aspects of learning processes. The findings include behavior patterns indicative for worse/better learning outcomes. The patterns can be used as guidelines to improve teaching practices in the domain of conceptual modeling. The patterns can also be used to provide real-time process-oriented feedback that will consider behavioral aspects of learning.
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