RESUMEN
Increasingly, human behavior can be monitored through the collection of data from digital devices revealing information on behaviors and locations. In the context of higher education, a growing number of schools and universities collect data on their students with the purpose of assessing or predicting behaviors and academic performance, and the COVID-19-induced move to online education dramatically increases what can be accumulated in this way, raising concerns about students' privacy. We focus on academic performance and ask whether predictive performance for a given dataset can be achieved with less privacy-invasive, but more task-specific, data. We draw on a unique dataset on a large student population containing both highly detailed measures of behavior and personality and high-quality third-party reported individual-level administrative data. We find that models estimated using the big behavioral data are indeed able to accurately predict academic performance out of sample. However, models using only low-dimensional and arguably less privacy-invasive administrative data perform considerably better and, importantly, do not improve when we add the high-resolution, privacy-invasive behavioral data. We argue that combining big behavioral data with "ground truth" administrative registry data can ideally allow the identification of privacy-preserving task-specific features that can be employed instead of current indiscriminate troves of behavioral data, with better privacy and better prediction resulting.
Asunto(s)
Macrodatos , COVID-19 , Educación a Distancia , SARS-CoV-2 , Estudiantes/estadística & datos numéricos , Humanos , Aprendizaje , Aprendizaje AutomáticoRESUMEN
In this study, we monitored 470 university students' smartphone usage continuously over 2 years to assess the relationship between in-class smartphone use and academic performance. We used a novel data set in which smartphone use and grades were recorded across multiple courses, allowing us to examine this relationship at the student level and the student-in-course level. In accordance with the existing literature, our results showed that students' in-class smartphone use was negatively associated with their grades, even when we controlled for a broad range of observed student characteristics. However, the magnitude of the association decreased substantially in a fixed-effects model, which leveraged the panel structure of the data to control for all stable student and course characteristics, including those not observed by researchers. This suggests that the size of the effect of smartphone usage on academic performance has been overestimated in studies that controlled for only observed student characteristics.
Asunto(s)
Rendimiento Académico , Teléfono Inteligente , Humanos , EstudiantesRESUMEN
Understanding which transportation modes people use is critical for smart cities and planners to better serve their citizens. We show that using information from pervasive Wi-Fi access points and Bluetooth devices can enhance GPS and geographic information to improve transportation detection on smartphones. Wi-Fi information also improves the identification of transportation mode and helps conserve battery since it is already collected by most mobile phones. Our approach uses a machine learning approach to determine the mode from pre-prepocessed data. This approach yields an overall accuracy of 89% and average F1 score of 83% for inferring the three grouped modes of self-powered, car-based, and public transportation. When broken out by individual modes, Wi-Fi features improve detection accuracy of bus trips, train travel, and driving compared to GPS features alone and can substitute for GIS features without decreasing performance. Our results suggest that Wi-Fi and Bluetooth can be useful in urban transportation research, for example by improving mobile travel surveys and urban sensing applications.
Asunto(s)
Acelerometría/instrumentación , Planificación de Ciudades , Teléfono Inteligente , Aprendizaje Automático Supervisado , Transportes , Tecnología Inalámbrica , Conducción de Automóvil , Dinamarca , Sistemas de Información Geográfica , Humanos , Vehículos a Motor , Vías Férreas , Teléfono Inteligente/instrumentación , Población Urbana , CaminataRESUMEN
Identifying the factors that determine academic performance is an essential part of educational research. Existing research indicates that class attendance is a useful predictor of subsequent course achievements. The majority of the literature is, however, based on surveys and self-reports, methods which have well-known systematic biases that lead to limitations on conclusions and generalizability as well as being costly to implement. Here we propose a novel method for measuring class attendance that overcomes these limitations by using location and bluetooth data collected from smartphone sensors. Based on measured attendance data of nearly 1,000 undergraduate students, we demonstrate that early and consistent class attendance strongly correlates with academic performance. In addition, our novel dataset allows us to determine that attendance among social peers was substantially correlated (>0.5), suggesting either an important peer effect or homophily with respect to attendance.