Learning analytics dashboard design: Workplace learner preferences for reference frames in immersive training in practice.
Background: Learning analytics dashboards are increasingly being used to communicate feedback to learners. However, little is known about learner preferences for dashboard designs and how they differ depending on the self‐regulated learning (SRL) phases the dashboards are presented (i.e., forethough...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 2840 - 2856 |
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| Autores principales: | , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180899674&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180899674 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2024 vid: 40 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 180899674 178438207 180899674 180899674 10.1111/jcal.13042 180899674 ppf: 2840 ppct: 16 formats: tig: atl: Learning analytics dashboard design: Workplace learner preferences for reference frames in immersive training in practice. aug: au: Gallagher, Timothy Slof, Bert van der Schaaf, Marieke Arztmann, Michaela Fracaro, Sofia Garcia Kester, Liesbeth affil: Department of Education, Utrecht University, Utrecht, The Netherlands sug: subj: Dashboard Systems Software Design Data Analytics Education Learning Methods Self-Directed Learning Work Environment Human Male Female Adolescence Adult Chemical Processes Education Judgment Multiple Logistic Regression Data Display Learning Environment Social Comparison Sociological Theory Task Performance and Analysis Science Technology Employee Attitudes Questionnaires Germany Feedback Communication Descriptive Statistics Data Analysis Software Funding Source Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background: Learning analytics dashboards are increasingly being used to communicate feedback to learners. However, little is known about learner preferences for dashboard designs and how they differ depending on the self‐regulated learning (SRL) phases the dashboards are presented (i.e., forethought, performance, and self‐reflection phases) and SRL skills. Insight into design preferences for dashboards with different reference frames (i.e., progress, social, internal achievement and external achievement) is important because the effectiveness of feedback can depend upon how a learner perceives it. Objective: This study examines workplace learner preferences for four dashboard designs for each SRL phase and how SRL skills relate to these preferences. Methods: Seventy participants enrolled in a chemical process apprenticeship program took part in the study. Preferences were determined using a method of adaptive comparative judgement and SRL skills were measured using a questionnaire. Preferences were tested on four dashboard designs informed by social and temporal comparison theory and goal setting theory. Multinomial logistic regressions were used to examine the relationship between dashboard preferences and SRL. Results and Conclusions: Results show that the progress reference frame is more preferred before and after task performance, and the social reference frame is less preferred before and after task performance. It was found that the higher the SRL skill score the higher the probability a learner preferred the progress reference frame compared to having no preference before task performance. The results are consistent with other findings, which suggest caution when using social comparison in designing dashboards which provide feedback. Lay Description: What is already known about this topic?: Learning analytics dashboards use visualisations to provide feedback on learning tasks to optimise learning.Learners can better understand the meaning of their feedback if it is presented alongside a point of comparison, such as a prior level of performance, the performance level of their peers or how their performance level compares to an achievement goal.Learning analytics dashboards can support learning behaviours before, during, and after learners perform a task.Learners can acquire information to improve their learning via learning analytics dashboards, such as feedback on performance, which illustrates areas of a task learners are stronger and weaker at, which in turn can help inform future training efforts. What this paper adds?: Workplace learners typically prefer dashboards which offer visualisations comparing their current performance level with past levels of performance.Comparison with peers is typically the least preferred point of comparison when offered in learning analytics dashboards.No clear preference emerged between reference frames containing assigned or self‐set goals in dashboards presented before and after task performance. Implications for practice: Designers should take into account learner preferences when designing learning analytics dashboard visualisations.Designers should consider presenting learning analytics dashboards before, during, and after task performance.Designers should gain more insight into how learners process learning analytic dashboards and act upon it. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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