# Data-Driven Analysis of Student Engagement in Time-Limited Computer Laboratories
## 6 Engagement Analysis
### Students' Profiling
\begin{table}
\begin{tabular}{p{56.9 pt} p{113.8 pt} p{113.8 pt} p{113.8 pt}} \hline \hline
**Key Engagement Indicator** & **Pattern Type** & **Patterns** & **Indicator Level** & **Comments** \\ \hline Confidence & Assistance requests patterns & Student does not satisfy any sequence in set (H1–H4) & _High confidence_ & No request for help \\ \cline{3-5} Confidence & Assistance requests patterns & Student satisfies at least one sequence in set (H2–H4) but not sequence H1 & _Medium confidence_ & Maximum one request for help per exercise \\ \cline{3-5}  & & Student satisfies sequence H1 & _Low confidence_ & Multiple requests for help for the same exercise \\ \hline Reflection & Errors patterns & Student satisfies at least one sequence in set (E1–E6) or in set (E9–E11) but no sequence in set (E12–E23) & _High reflection_ & Single error before the correct solution \\ \cline{3-5}  & & Student satisfies at least one sequence in set (E12–E23) & _Low reflection_ & Repeated errors \\ \hline Understanding & Time-constrained patterns & Student satisfies sequence T5 or at least one sequence in set (T13–T15) but no sequence in set (T16–T20) & _High understanding_ & Correct solution in a short amount of time (e.g., 2–3 min) \\ \cline{3-5}  & & Student satisfies at least one sequence in set (T16–T20) & _Medium understanding_ & Correct solution in a higher amount of time (e.g., \textless{}5 min) \\ \cline{3-5}  & & Student satisfies at least one sequence in set (T2–T4) or in set (T6–T12) but not sequence T5 and no sequence in set (T13–T15) or in set (T13–T15) & _Low understanding_ & No correct solution in a given amount of time (e.g., 5 min) \\ \hline Autonomy & Assistance interventions patterns + successful patterns & Student satisfies at least one sequence in set (S1–S9) and at least one sequence in set (H5–H11) & _High autonomy_ & Correct exercises with no assistance \\ \hline \hline \end{tabular}
\end{table} 
Table 10: _Cont._  
Figure 2: Distribution of the engagement characteristics of the students under the engagement dimensions. Figure 3 shows the distribution of the students according to the chosen dimensions: each vertical bar represents the number of students who have the same characteristics, which are described by the black dots below (e.g., 28 students have LA = _Low Autonomy_, HU = _High Understanding_, HR = _High Reflection_, MCF = _Medium Confidence_, HC = _High Concentration_, and HP = _High Persistence_). The horizontal bars represent the number of students who have that particular characteristics (e.g., 106 students have LA = _Low Autonomy_). The figure shows only the groups composed of at least four students. Each student group represents a specific student profile. The radar plots in Figure 4 show the details of the most common profiles. The percentage of students who belong to profile P1, for example, is 13% of the total number of students (215). The considered profiles, together, account for almost 50% of the students (47.4%). Each radar plot shows the level (H = _High_, M = _Medium_, L = _Low_) of the engagement dimensions for the students belonging to a specific profile. The takeaways from the student profile distributions presented above are summarized below. * _Autonomy_ and _Confidence_ are correlated with each other (see all profiles): either they are both _High_ or they are both _Medium/Low_. This situation makes sense because _Confidence_ is related to students' help request, and _High Confidence_ means few help requests, whereas _Autonomy_ to correct solutions with or without help (_High Autonomy_ means few or no help interventions), and most of the times help requests lead to help interventions. * In general, all profiles show _High_ levels of _Concentration_ and of _Reflection_: students are able to stay focused during the whole laboratory session and they are challenged by the proposed exercises. * Students with profile _P2_ show high commitment (_High Persistence_ and _High Concentration_), good self-confidence (_High Confidence_ and _High Autonomy_), and good results (_Medium Understanding_).