二、数据分析实例
- Sisman,B., Kucuk, S., & Ozcan, N. (2022). Collaborative behavioural patterns of elementary school students working on a robotics project. Journal of Computer Assisted Learning, （以18名小学生为对象，实施基于问题的机器人竞赛课程设计，对所有机器人设计过程和竞赛进行录像，采用量化的内容分析和滞后序列分析方法分析学生的协作行为。）
- Hsiao, HS., Chen, JC., Chen, JH. et al. (2023). A study on the effects of using gamification with the 6E model on high school students’ computer programming self-efficacy, IoT knowledge, hands-on skills, and behavioral patterns. Educational technology research and development, 71, 1821–1849. （对高中生的工程实践活动进行录像，分析了学生的小组行为。依据行为模式编码表，由2名评判者对录像进行编码，比较了2个实验组和1个对照组之间的行为模式的异同。）
- Chien, YH., Liu, CY., Chan, SC. et al. （(2023). Engineering design learning for high school and college first-year students in a STEM battlebot design project. International Journal of STEM Education, 10. (在8周的工程实践项目结束后，以小组的方式对学生进行访谈，聚焦于反思性的实践。之后，运用LSA进行合作性工程行为的分析，具体步骤包括建立编码类目、定义行为编码以及分析时间序列数据。)
- Yang, FY. & Wang, HY. (2022). Tracking visual attention during learning of complex science concepts with augmented 3D visualizations. Computers & Education, 104659. (用Unity 3D开发了分子结构的AR学习app，32名10年级学生参与了实验，采集了学生的眼动数据、学习成就前后测测验数据，应用滞后序列分析探讨不同成就组学生眼睛感兴趣区域的视觉转换。）
- Tsaia, M., Wu, A., et al. (2022). What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information. Computers & Education, 187, 104544.
- 准实验研究（大学Python课）：Tan, J., Wu, L., & Ma,S. (2023). Collaborative dialogue patterns of pair programming and their impact on programming self-efficacy and coding performance. British Journal of Educational Technology, https://doi.org/10.1111/bjet.13412 (滞后序列、聚类分析和配对样本t检验)