From Reflection to Action: A Controlled Field Study on How Learners Interpret and Respond to Feedback in Learning Analytics Dashboards.
Background: Learning analytics dashboards (LAD) have been developed as feedback tools to help students self‐regulate their learning (SRL) by using the large amounts of data generated by online learning platforms. Despite extensive research on LAD design, there remains a gap in understanding how lear...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 16 |
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| Autores principales: | , , , , , , , , , , , , , |
| Formato: | equations & formulas pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
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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=186918269&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918269 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918269 186918269 186918269 10.1111/jcal.70073 186918269 ppf: 1 ppct: 15 formats: tig: atl: From Reflection to Action: A Controlled Field Study on How Learners Interpret and Respond to Feedback in Learning Analytics Dashboards. aug: au: Giorgashvili, Tornike Jivet, Ioana Artelt, Cordula Biedermann, Daniel Bengs, Daniel Goldhammer, Frank Hahnel, Carolin Mendzheritskaya, Julia Mordel, Julia Onofrei, Monica Winter, Marc Wolter, Ilka Horz, Holger Drachsler, Hendrik affil: studiumdigitale and Fachbereich Informatik, Pädagogische Psychologie, Goethe‐Universität Frankfurt am Main, Frankfurt, Germany sug: subj: Data Analytics Education Data Science Education Learning Methods Feedback Dashboard Systems Reflection Student Attitudes Human Field Studies Student Experiences Self Regulation Experimental Studies Lecture Coding Cognition Self Assessment Behavioral Changes Informatics Male Female Adolescence Adult Descriptive Statistics Cues Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background: Learning analytics dashboards (LAD) have been developed as feedback tools to help students self‐regulate their learning (SRL) by using the large amounts of data generated by online learning platforms. Despite extensive research on LAD design, there remains a gap in understanding how learners make sense of information visualised on LADs and how they self‐reflect using these tools. Objectives: We address this gap through an experimental study where a LAD delivered personalised SRL feedback based on interactions and progress to a treatment group, and minimal feedback based on the average scores of the lecture to a control group. Methods: After receiving feedback, students were asked to write down how they planned to adjust their study habits. These reflection texts are the target of this study. Three human coders analysed 1251 self‐reflection texts from 417 students at three different times, using a coding system that categorised learning strategies, metacognitive strategies and learning materials. Results and Conclusions: Our results show that learners who received personalised feedback intend to focus on different aspects of their learning in comparison to the learners who received minimal feedback and that the content of the LAD influences how students formulate their self‐reflection texts. Furthermore, the extent to which students incorporated suggested behavioural changes into their reflections was predicted by state measures like perceived helpfulness of the feedback. Our findings outline areas where support is needed to improve learners' sense‐making of feedback on LADs and self‐reflection. pubtype: Academic Journal doctype: equations & formulas pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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