# A Domain-Driven Framework to Analyze Learning Dynamics in MOOCs through Event Abstraction
## 3 Domain-Driven Event Abstraction Framework
### Stage 3: High-Level Log
In other words, there is an interaction with a content-type resource that has either not been interacted with or in which the interaction was not previously completed; this interaction is then completed, and the student subsequently moves on to interact with the next resource, in the correct order. This dynamic recognizes a succession of behaviors similar to those described in [4,6] as _\"Content Access\"_, in [32] as _\"V-V sequences\"_, and _\"Study\"_ in [33], but only on content that has begun and concluded in the same session and for the first time in the course. * **Exploring**: This illustrates the learning dynamic of a student who engages with new content in a shallow fashion just to know what to expect, for example, to calculate the time required to study that content. In other words, an interaction is initiated but not completed with a content-type resource that has not previously been interacted with or with which the engagement has not previously been completed. This dynamic detects actions similar to those defined in [4,6] as _\"Search\"_, _\"Content Access\"_, or _\"Overview\"_; or _\"Skipping\"_ in [33], but only on content that has not been completed previously and has not been completed this time. * **Echoing**: This portrays the learning dynamic of a student who consumes a resource and then moves on to the next resource in the correct order. However, this is for resources that have already been completed. A relevant example is a learner who decides to review content before taking an exam. In other words, there is an interaction with a content-type resource that has already been accessed; this new interaction is then done again, and the learner moves on to the next resource in the correct order. This dynamic recognizes activities similar to those specified as _\"Content Revision\"_ in [4,6], _\"V-V sequences\"_ in [32], or _\"Rewatch\"_ in [33], but it considers an organized sequence of this sort of activity, where the contents begin and conclude in an orderly manner. * **Fetching**: This depicts the learning dynamics of a learner interacting with a previously completed material, with or without completion, in any order. An excellent example would be a student who, after failing an assessment question, rewatches (parts of or all of) a certain video to get the correct answer. In other words, there is an encounter with a previously finished content-type resource that does not follow the designated course sequence. This dynamic takes into account behaviors that are comparable to _\"Content revision\"_ and _\"Search\"_ actions described in [4,6] or _\"Rewatch\"_ in [33]. * **Assessing**: This shows the learning dynamic of a student who interacts with and completes a previously uncompleted assessment-type resource. A block of many assessment activities in a row are crushed into a single dynamic, regardless of their sequence. In other words, an interaction occurs with an assessment-type resource that has not previously been engaged with or whose previous engagement was not finished, and this interaction is then completed. This dynamic recognizes activities similar to those specified as _\"Assessment\"_ in [4,6], _\"Q-Q sequences\"_ in [32], and _\"Taking quizzes\"_ in [31], but only for evaluations that had not previously been completed. * **Retaking**: This shows the learning dynamic of a student who initiates and completes previously completed assessments. For example, consider a user who did not receive a sufficient score and decides to retry in order to improve on their earlier performance. In other words, there is an interaction with an assessment-type resource that has already been finished, and this new interaction is then completed again. This dynamic considers groups of the same actions as the previous dynamic but distinguishes whether the evaluation was previously carried out by the student. * **Skimming**: This reflects a student's learning dynamic in which he or she initiates but does not complete interactions with evaluations.