Authors - Norbert Annus Abstract - This study presents a secondary learning analytics analysis of student log data generated by the Learn with M.E. educational software. While previous evaluations of the system focused mainly on effectiveness, diagnostic accuracy and user feedback, the present paper examines behavioural indicators recorded during arithmetic practice. In this study the analysis focused on calculation time, answer correctness, difficulty level, first-try success, "Preview" use and student-level behavioural profiles. The results showed that incorrect answers were associated with substantially longer calculation times than correct answers. Higher difficulty levels generally showed lower correctness rates and longer median calculation times. First-try attempts were also strongly related to successful task completion. "Preview" use was relatively rare, but it was associated with longer calculation time, higher average difficulty level and lower first-try correct rates, suggesting that it can be interpreted as a help-seeking indicator. The student-level aggregation identified four behavioural profiles: fast trial-and-error learners, help-seeking learners, mixed-profile learners and support-needed learners. The findings indicate that Learn with M.E. log data can be transformed into interpretable learning analytics indicators and behavioural patterns that support teacher decision-making and personalised mathematics instruction.
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