LAK26 – Paper Accepted – Investigating Student Interaction with Competency-Based CS Education

The paper Investigating Student Interaction with Competency-Based CS Education led by Maximilian Anzinger and co-authored with Annika Hecking-Veltman, Maxie Bichmann, and Stephan Krusche, has been accepted for the International Conference on Learning Analytics & Knowledge 2026 in Bergen, Norway.

It expands the area of research in Competency-Based Education (CBE) to Computer Science in European Higher Education. The study investigates associations between voluntary student interaction with Atlas, a CBE Learning Analytics system integrated in Artemis, and learning outcomes across performance, engagement, and perceptions in a large-scale Computer Science course at TUM.

Using a mixed-methods analysis that combines behavioral data and student perceptions, we contribute comprehensive insights into CBE tool adoption. The study provides empirical evidence of significantly higher competency mastery and exam performance among students who interacted with Atlas. They perceived Atlas as usable and transparent, reporting increased confidence despite course challenges. This paper presents student experiences with CBE in an authentic educational setting, along with descriptive insights into user experiences and associated performance patterns.

Key Findings

• Transparency: In auto-grading environments with self-paced learning opportunities, even with a high frustration potential, students perceive value in transparent competency tracking and progress visualization. They perceive CBE tools as usable and confidence-building, and their usage is associated with increased engagement in voluntary learning activities.
• Engagement: CBE interaction is associated with higher learning path adoption and more sustained structured learning engagement, with particularly strong associations for guided learning activities.
• Performance: CBE tool interaction is associated with performance outcomes, with a threshold pattern where initial engagement correlates with exam results regardless of usage intensity.

Citation