Students' Use of a Learning Analytics Dashboard and Influence of Reference Frames: Goal Setting, Motivation, and Performance.
Background: University students need to self‐regulate but are sometimes incapable of doing so. Learning Analytics Dashboards (LADs) can support students' appraisal of study behaviour, from which goals can be set and performed. However, it is unclear how goal‐setting and self‐motivation within self‐r...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 2; pp. 1 - 22 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2025
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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=184016313&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184016313 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2025 vid: 41 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 184016313 184016313 184016313 10.1111/jcal.70015 184016313 ppf: 1 ppct: 21 formats: tig: atl: Students' Use of a Learning Analytics Dashboard and Influence of Reference Frames: Goal Setting, Motivation, and Performance. aug: au: de Vreugd, Lars van Leeuwen, Anouschka van der Schaaf, Marieke affil: Utrecht Center for Research and Development of Health Professions Education, University Medical Centre Utrecht, Utrecht, the Netherlands sug: subj: Learning Methods Data Analytics Dashboard Systems Students, College Psychosocial Factors Motivation Evaluation Goal-Setting Behavior Human Male Female Experimental Studies Surveys Self-Directed Learning Task Performance and Analysis Time T-Tests Multivariate Analysis of Variance Logistic Regression Goal Attainment Descriptive Statistics Self Assessment Questionnaires Male Female ab: Background: University students need to self‐regulate but are sometimes incapable of doing so. Learning Analytics Dashboards (LADs) can support students' appraisal of study behaviour, from which goals can be set and performed. However, it is unclear how goal‐setting and self‐motivation within self‐regulated learning elicits behaviour when using an LAD. Objectives: This study's purpose is exploring reference frames' influence on goal setting, LAD elements' influence on student motivation, and the predictive value of goal setting and motivation on behaviour, adding to our understanding of the factors predicting task attainment and the role of reference frames. Methods: In an experimental survey design, university students (n = 88) used an LAD with a peer reference frame (Condition 1) or without one (Condition 2), set a goal, determined goal difficulty, self‐assessed motivation and LAD elements' influence on motivation. Researchers coded goal specificity. Four weeks later, students self‐assessed task attainment, task satisfaction, time on task, and task frequency. T‐tests and MANOVA explored effects of the reference frame. Regression analyses determined predictive potential of goal difficulty, goal specificity, and motivation on goal attainment. Results and Conclusions: Results showed no difference between conditions on goal specificity, difficulty, or motivation. The peer reference frame's perceived influence on motivation was small. LAD elements' influence on motivation varied but were mainly positive. Regression models were not predictive, except the task satisfaction exploratory model. Most participants (77%) attained their goals. Reference frame integration should be carefully considered, given potential negative effects. Students may require educators' support when setting goals, but the support should balance students' autonomy. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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