L' Usage des Learning Analytics dans l’enseignement des sciences physiques : cas du test FCI (Force Concept Inventory)

Abstract

This study explores the use of Learning Analytics (LA) applied to the Force Concept Inventory (FCI) to analyze the conceptual understanding of students in mechanics at a Moroccan university. A quantitative approach was adopted with 65 undergraduate students, assessed through a pre-test and post-test administered via a digital application. LA enabled tracking individual progress, identifying misconceptions, and measuring the impact of a targeted pedagogical intervention. Results show a significant performance improvement, with an average Hake gain of 0.45, while also revealing substantial variability among students. This approach goes beyond the traditional descriptive analysis of FCI scores, providing an exploratory tool to adapt teaching and support individualized student monitoring. LA thus emerge as a promising lever to enhance conceptual assessment and guide pedagogical interventions.