Uporedite metode

	Аналитика учења	Teorija prostora znanja	Praćenje znanja	Rudarenje sekvencijalnih obrazaca
Oblast	Analitika obrazovanja	Analitika obrazovanja	Analitika obrazovanja	Mašinsko učenje
Porodica	Process / pipeline	Machine learning	Machine learning	Machine learning
Godina nastanka	2011	1985	1994	1995
Tvorac	George Siemens & Phil Long	Jean-Paul Doignon & Jean-Claude Falmagne	Albert Corbett & John Anderson	Rakesh Agrawal & Ramakrishnan Srikant
Tip	data-driven educational process pipeline	Combinatorial knowledge assessment framework	Probabilistic student modeling	Unsupervised pattern discovery
Temeljni izvor	Siemens, G., & Long, P. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE Review, 46(5), 30–40.	Doignon, J.-P., & Falmagne, J.-C. (1985). Spaces for the assessment of knowledge. International Journal of Man-Machine Studies, 23(2), 175–196.	Corbett, A. T., & Anderson, J. R. (1994). Knowledge tracing: Modeling the acquisition of procedural knowledge. User Modeling and User-Adapted Interaction, 4(4), 253–278.	Agrawal, R., & Srikant, R. (1995). Mining sequential patterns. IEEE International Conference on Data Engineering (ICDE), 3–14.
Drugi nazivi	Educational Data Mining, Academic Analytics, Learning Data Analytics, Öğrenme Analitiği	KST, Knowledge Structures, Competence-Based Knowledge Space Theory, Bilgi Uzayı Teorisi	BKT, Bayesian Knowledge Tracing, Deep Knowledge Tracing, Bilgi İzleme	Sequence Pattern Mining, Sequential Data Mining, Temporal Pattern Mining, Ardışık Örüntü Madenciliği
Srodne	3	3	3	3
Sažetak	Learning Analytics is the measurement, collection, analysis, and reporting of data about learners and their contexts, with the purpose of understanding and optimizing learning and the environments in which it occurs. Formally introduced by George Siemens and Phil Long in 2011, the approach draws on data generated in digital learning environments to provide educators, institutions, and learners with evidence-based feedback for improving educational outcomes.	Knowledge Space Theory (KST) is a combinatorial, set-theoretic framework for modeling and assessing human knowledge, introduced by Jean-Paul Doignon and Jean-Claude Falmagne in 1985. It represents a learner's competence as a subset of a problem domain, organizes all feasible competence subsets into a lattice called a knowledge space, and uses probabilistic inference to locate a learner within that space. The approach underlies adaptive testing and intelligent tutoring systems, offering a mathematically rigorous alternative to classical test theory.	Knowledge Tracing (KT) is a student-modeling technique that estimates, at each moment in time, the probability that a learner has mastered a target knowledge component. Introduced by Corbett and Anderson in 1994, the classical Bayesian Knowledge Tracing (BKT) model treats skill acquisition as a two-state Hidden Markov Model driven by four interpretable parameters: prior knowledge, learning rate, slip, and guess. Deep variants (DKT, DKVMN, AKT) later replaced HMMs with recurrent and transformer architectures.	Sequential Pattern Mining discovers ordered patterns that recur across multiple event sequences in a database. Introduced by Agrawal and Srikant in 1995, it extends association-rule mining to time-ordered transactions. A pattern is frequent when it appears as an ordered subsequence in at least a user-specified fraction of all sequences. The method is widely applied wherever the order of events carries meaning, such as customer purchase histories, clickstream logs, electronic health records, and DNA sequence analysis.