University of Oulu

Sedrakyan, G., Malmberg, J., Verbert, K., Järvelä, S., & Kirschner, P. A. (2020). Linking learning behavior analytics and learning science concepts: Designing a learning analytics dashboard for feedback to support learning regulation. Computers in Human Behavior, 107, 105512. https://doi.org/10.1016/j.chb.2018.05.004

Linking learning behavior analytics and learning science concepts : designing a learning analytics dashboard for feedback to support learning regulation

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Author: Sedrakyan, Gayane1,2; Malmberg, Jonna3; Verbert, Katrien1;
Organizations: 1KU Leuven, Department of Computer Science, Augment/HCI Research Group, Celestijnenlaan 200a, 3001 Leuven, Belgium
2University of Ghent, IMEC / IDLab - Smart Applications, Faculty of Engineering and Architecture, AA Tower, Technologiepark 19, 9052 Zwijnaarde, Belgium
3Oulu University, Faculty of Education, LET - Learning & Educational Technology Research Unit, P.O.Box 2000, 90014 University of Oulu, Snellmania, Yliopistokatu 9, Oulu, Finland
4Open Universiteit Nederland, Welten Institute (Research Centre for Learning, Teaching and Technology), Valkenburgerweg 177, 6419AT Heerlen, The Netherlands
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.9 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe202003127983
Language: English
Published: Elsevier, 2020
Publish Date: 2020-05-06
Description:

Abstract

Technological advancements have generated a strong interest in exploring learner behavior data through learning analytics to provide both learner and instructor with process-oriented feedback in the form of dashboards. However, little is known about the typology of dashboard feedback relevant for different learning goals, learners and teachers. While most dashboards and the feedback that they give are based only on learner performance indicators, research shows that effective feedback needs also to be grounded in the regulatory mechanisms underlying learning processes and an awareness of the learner's learning goals. The design artefact presented in this article uses a conceptual model that visualizes the relationships between dashboard design and the learning sciences to provide cognitive and behavioral process-oriented feedback to learners and teachers to support regulation of learning. A practical case example is given that demonstrates how the ideas presented in the paper can be deployed in the context of a learning dashboard. The case example uses several analytics/visualization techniques based on empirical evidence from earlier research that successfully tested these techniques in various learning contexts.

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Series: Computers in human behavior
ISSN: 0747-5632
ISSN-E: 0747-5632
ISSN-L: 0747-5632
Volume: 107
Article number: 105512
DOI: 10.1016/j.chb.2018.05.004
OADOI: https://oadoi.org/10.1016/j.chb.2018.05.004
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Funding: This work was supported by a Belgian Scientific Organization (FWO) grant (V4.533.15N) for international research collaboration, Internal Funds of KU Leuven - PROFEELEARN PDM/16/044, JUMO mobility grant, and was carried out in collaboration with the SLAM project, funded by the Academy of Finland.
Copyright information: © 2018 Elsevier Ltd. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/.
  https://creativecommons.org/licenses/by-nc-nd/4.0/