Learning Analytics Dashboard for Motivation and Performance

Abstract

Deploying Learning Analytics that significantly improve learning outcomes remains a challenge. Motivation has been found to be related to academic achievement and is argued to play an essential role in efficient learning. We developed a Learning Analytics dashboard and designed an intervention that relies on goal orientation and social comparison. Subjects can see a prediction of their final grade in a course as well as how they perform in comparison to classmates with similar goal grades. Those with access to the dashboard ended up more motivated than those without access, outperformed their peers as the course progressed and achieved higher final grades. Our results indicate that learner-oriented dashboards are technically feasible and may have tangible benefits for learners.

Learning analytics dashboard: a tool for providing actionable insights to learners

“…Descriptive analytics content Conducted Aljohani et al, 2019;Baneres et al, 2019;Bodily et al, 2018;Chatti et al, 2020;Chen et al, 2019;Fleur et al, 2020;Gras et al, 2020;Han et al, 2021;He et al, 2019;Karaoglan Yilmaz & Yilmaz, 2020;Kia et al, 2020;Kokoç & Altun, 2021;Majumdar et al, 2019;Naranjo et al, 2019;Owatari et al, 2020;Ulfa et al, 2019;Valle et al, 2021 Predictive analytics content and reported accuracy Not conducted Aljohani et al, 2019;Bodily et al, 2018;Chatti et al, 2020;Chen et al, 2019;Gras et al, 2020;Han et al, 2021;He et al, 2019;Karaoglan Yilmaz & Yilmaz, 2020;Kia et al, 2020;Majumdar et al, 2019;Naranjo et al, 2019;Owatari et al, 2020;Ulfa et al, 2019Conducted Baneres et al, 2019Fleur et al, 2020;Kokoç & Altun, 2021;Valle et al, 2021 Accuracy not reported Fleur et al, 2020;Valle et al, 2021 80-89% accuracy achieved Kokoç & Altun, 2021 90-95% accuracy achieved Baneres et al, 2019 ...…”

“…Conducted non-data driven Baneres et al, 2019;Bodily et al, 2018;Gras et al, 2020;Han et al, 2021;Karaoglan Yilmaz & Yilmaz, 2020;Majumdar et al, 2019 Not conducted Aljohani et al, 2019;Chatti et al, 2020;Chen et al, 2019;Fleur et al, 2020;He et al, 2019;Kia et al, 2020;Kokoç & Altun, 2021;Naranjo et al, 2019;Owatari et al, 2020;Ulfa et al, 2019;Valle et al, 2021 Model interpretability and explainablility…”

“…Evaluation conducted within a pilot study context Bodily et al, 2018;Chatti et al, 2020;Gras et al, 2020;Han et al, 2021;He et al, 2019;Kia et al, 2020;Kokoç & Altun, 2021;Naranjo et al, 2019;Owatari et al, 2020;Ulfa et al, 2019 No evaluation conducted within a prototype study context Chen et al, 2019;Majumdar et al, 2019 Positive effects on student outcomes reported Aljohani et al, 2019;Fleur et al, 2020;Han et al, 2021;Kokoç & Altun, 2021 Dashboard Color content 1-3 colors Fleur et al, 20204-6 colors Bodily et al, 2018Kia et al, 2020;Naranjo et al, 2019;Ulfa et al, 2019;Valle et al, 2021> 6 colors Aljohani et al, 2019Baneres et al, 2019;Chatti et al, 2020;Chen et al, 2019;Gras et al, 2020;Han et al, 2021;He et al, 2019;Karaoglan Yilmaz & Yilmaz, 2020;Kokoç & Altun, 2021;Majumdar et al, 2019;Owatari et al, 2020) status relative to other identified measures. Descriptive analytics are the simplest form of insights to extract from data, and while useful, have a limited utility.…”

“…All studies incorporated some aspects of descriptive analytics. Frequently, the descriptive analytics were in the form of graphical displays depicting comparisons of a student in respect to class averages or patterns in relation to students (Aljohani et al, 2019) across metrics like assessment scores, participation levels and interaction with online activities (Chen et al, 2019;Fleur et al, 2020;Gras et al, 2020;Han et al, 2021;Karaoglan Yilmaz & Yilmaz, 2020;Kokoç & Altun, 2021;Ulfa et al, 2019;Valle et al, 2021). Some studies focused on status updates of progression through online course materials such as video, reports on time spent on eBooks and summaries of course notes (Bodily et al, 2018;He et al, 2019;Majumdar et al, 2019;Owatari et al, 2020).…”

Technology Enhanced Learning Analytics Dashboard in Higher Education

“…Self-Regulated Learning (SRL) is the ability to plan, monitor, and actively control one's learning process (Zimmerman, 2002). According to SRL theory, motivation is critical to academic success (Fleur, Bos, and Bredeweg, 2020). LADs can motivate students and assist them in reflecting on their SRL process (Muldner et al, 2015).…”