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The complexity of today’s learning processes and practices entails various challenges. It is becoming much harder for teachers to observe, control, and adjust the learning process. Moreover, contemporary teaching is enhanced with different technologies and systems that not only support information-transfer, but also make this process more effective. In this paper we present the Programming Tutoring System (ProTuS), which provides smart and interactive content, personalization options, adaptive features, and learning analytics as a support for users engaged in learning complex cognitive skills. Our contribution in this paper is twofold, conceptual and empirical. The paper presents the interactive learning analytics component developed in ProTuS and the results from the empirical study. The study shows that students find adaptive learning systems to be useful in monitoring progress, promoting reflective practices, and receiving feedback to better understand their actions and learning strategies.
Vesin et al. (Tue,) studied this question.