Evaluating the Transposition of a Learning Analytics Dashboard Co-design Tangible Tool to a Digital Tool

Abstract

In-person sessions of participative design are commonly used in the field of Learning Analytics, but to reach students not always available on-site (e.g. during a pandemic), they have to be adapted to online-only context. Cardbased tools are a common co-design method to collect users' needs, but this tangible format limits data collection and usage. We propose here two steps: first to adapt an existing co-design card deck-based method for an online use, then to leverage the benefits of the digital format to trace data with a research focus to study the dynamics of collaboration. We also assess whether the previously adapted digital tool has the same impacts as the face-to-face original method. Beyond the case described here, this chapter aims at identifying key factors and points of attention identified in adapting a cardbased co-design method into a digital version for designing learning dashboards, and which elements can be traced in order to study collaboration and propose future improvement to the method. This digital adaptation was tested by university students in different contexts (n=177). All groups have successfully designed a dashboard, and using the original evaluation scales, users have evaluated our digital tool as almost as suitable as the original method. Then, we compared the use of the digital adaptation online with this use in face-to-face sessions which were less successful. We conclude by showing how the added traces open new perspectives to understand collaboration through links between speech acts and collaboration profiles or defining adapted dashboard for students.