Learning process analysis using machine learning techniques

  1. Laura Fernández Robles
  2. Héctor Alaiz Moretón
  3. Javier Alfonso Cendón
  4. Manuel Castejón Limas
  5. Luis Panizo Alonso
The International journal of engineering education

ISSN: 0949-149X

Year of publication: 2018

Volume: 34

Issue: 3

Pages: 981-989

Type: Article

More publications in: The International journal of engineering education


JCR (Journal Impact Factor)

  • Year 2018
  • Journal Impact Factor: 0.611
  • Journal Impact Factor without self cites: 0.324
  • Article influence score: 0.07
  • Best Quartile: Q4
  • Area: EDUCATION, SCIENTIFIC DISCIPLINES Quartile: Q4 Rank in area: 38/41 (Ranking edition: SCIE)
  • Area: ENGINEERING, MULTIDISCIPLINARY Quartile: Q4 Rank in area: 80/88 (Ranking edition: SCIE)

SCImago Journal Rank

  • Year 2018
  • SJR Journal Impact: 0.425
  • Best Quartile: Q1
  • Area: Engineering (miscellaneous) Quartile: Q1 Rank in area: 126/926
  • Area: Education Quartile: Q2 Rank in area: 473/1575


  • Social Sciences: B

Scopus CiteScore

  • Year 2018
  • CiteScore of the Journal : 1.7
  • Area: Education Percentile: 65
  • Area: Engineering (all) Percentile: 62

Journal Citation Indicator (JCI)

  • Year 2018
  • Journal Citation Indicator (JCI): 0.48
  • Best Quartile: Q2
  • Area: ENGINEERING, MULTIDISCIPLINARY Quartile: Q2 Rank in area: 65/168
  • Area: EDUCATION, SCIENTIFIC DISCIPLINES Quartile: Q3 Rank in area: 43/78


This paper presents a method to evaluate the learning-teaching process using machine learning techniques and theconclusions drawn in an experience on eight courses of very diverse fields. The method is based on data visualizationsupported by multidimensional scaling. Students’ learning behavior can be visually interpreted from the graphical resultsobtained with this methodology. This proposal allows to identify learning patterns that might either confirm previousassumptions or expose unknown and unexpected knowledge. Instructors who aim at identifying those factors with largerimpact on the learning-teaching impact might be potential users of this approach. The results obtained on 426 studentsprove the usefulness of these techniques as appealing feedback in order to re-adjust the learning-teaching process inconsonance with the actual performance of the students. Specifically, a case study about changing the teachingmethodology to Blend-Learning by using a content management system through Moodle is presented.