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An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education

Journal Article (2020)
Authors

Ioana Jivet (TU Delft - Web Information Systems, Open University of the Netherlands)

Maren Scheffel (Open University of the Netherlands)

Marcel Schmitz (Zuyd University of Applied Science)

Stefan Robbers (Open University of the Netherlands)

M.M. Specht (Open University of the Netherlands, TU Delft - Web Information Systems)

Hendrik Drachsler (DIPF The German Institute of International Educational Research , Open University of the Netherlands, Goethe University)

Research Group
Web Information Systems
Copyright
© 2020 I. Jivet, Maren Scheffel, Marcel Schmitz, Stefan Robbers, M.M. Specht, Hendrik Drachsler
To reference this document use:
https://doi.org/10.1016/j.iheduc.2020.100758
More Info
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Publication Year
2020
Language
English
Copyright
© 2020 I. Jivet, Maren Scheffel, Marcel Schmitz, Stefan Robbers, M.M. Specht, Hendrik Drachsler
Research Group
Web Information Systems
Volume number
47
DOI:
https://doi.org/10.1016/j.iheduc.2020.100758
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Abstract

Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: transparency of design, reference frames and support for action. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant effect only on the perceived relevance of reference frames. Knowing which factors influence students' sense-making will lead to more inclusive and flexible designs that will cater to the needs of both novice and expert learners.