Abstract
Learning analytics aims at investigating learning processes. This allows researchers to advance educational research, and it is sometimes used to provide instructors feedback to enhance teaching. Prior research suggests that learning analytics can be used to support students, for instance, by providing individualized feedback, which enables them to reflect on and improve their learning. In practice, this learner-centered view on learning analytics is, however, overshadowed by research and instructor-centered interests, particularly in formal learning settings. Due to this lack of empirical experience from field studies of providing students access to their own learning data, students’ interaction with learning analytics is still an open research area. We show that students in large-scale formal educational settings welcome the opportunity to access their own data using learning analytics dashboards and particularly are interested in getting feedback on self-regulated formative assessments. We investigate the students’ interaction with a learning analytics dashboard in a field study on two introductory courses. The collected usage data reveal how approx. 800 students actively engaged with the dashboard. We found that students are interested in getting aggregated overview information on their and fellow students learning processes and success but are also interested in diving deep into particular learning aspects. Our results show that learner-oriented learning analytics dashboards are a suitable tool to give students access to their own data. Dashboard implementations should provide (a) comparative overviews on students’ learning as well as (b) the possibility to dive deep into specific analyses that are of individual interest.
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Notes
- 1.
A session is defined in our setting as the sum of all unique users per day, i.e., if an individual student accesses the dashboard multiple times shortly after the other, this is only counted as one.
- 2.
Each group of formative assessments aggregates all individual quizzes that cover a certain topic.
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Hobert, S., Berens, F. (2021). Learning Analytics for Students. In: Sahin, M., Ifenthaler, D. (eds) Visualizations and Dashboards for Learning Analytics. Advances in Analytics for Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-030-81222-5_10
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