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This paper presents a novel approach and a method of learning analytics to study student agency in higher education. Agency is a concept that holistically depicts important constituents of intentional, purposeful, and meaningful learning. Within workplace learning research, agency is seen at the core of expertise. However, in the higher education field, agency is an empirically less studied phenomenon with also lacking coherent conceptual base. Furthermore, tools for students and teachers need to be developed to support learners in their agency construction. We study student agency as a multidimensional phenomenon centring on student-experienced resources of their agency. We call the analytics process developed here student agency analytics, referring to the application of learning analytics methods for data on student agency collected using a validated instrument. The data are analysed with unsupervised and supervised methods. The whole analytics process will be automated using microservice architecture. We provide empirical characterisations of student-perceived agency resources by applying the analytics process in two university courses. Finally, we discuss the possibilities of using agency analytics in supporting students to recognise their resources for agentic learning and consider contributions of agency analytics to improve academic advising and teachers' pedagogical knowledge. [ABSTRACT FROM AUTHOR]

The aim of this integrative review was to analyse the usage of different virtual reality (VR) technologies in learning and user experiences (UXs) of these technologies in healthcare practice and education. The integrative review was conducted in spring 2019 by searching eight international databases. The searches retrieved n = 26 original articles that were quality checked and included for the review. Three different VR technologies used in the field of healthcare education and practice were identified: haptic device simulators, computer-based simulations and head-mounted displays (HMDs). The haptic simulators were the most often used, whereas the HMD devices were the least-used technology in the field of healthcare. In immersive virtual environments, UX includes ten components. Most of the components were observed in the context of haptic devices and HMD devices, with all ten components being observed with the HMD devices. Almost all of the components were rated as positive. In conclusion, the development of VR technology has enabled the creation of the most comprehensive UXs, thus enhancing skill development, enabling remote access to training and, ultimately, improving patient safety. This review is important as it highlights the need for far more UX research within immersive virtual environments. [ABSTRACT FROM AUTHOR]