Students' Use of a Learning Analytics Dashboard and Influence of Reference Frames: Goal Setting, Motivation, and Performance

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-03-13 DOI:10.1111/jcal.70015

Lars de Vreugd, Anouschka van Leeuwen, Marieke van der Schaaf

{"title":"Students' Use of a Learning Analytics Dashboard and Influence of Reference Frames: Goal Setting, Motivation, and Performance","authors":"Lars de Vreugd, Anouschka van Leeuwen, Marieke van der Schaaf","doi":"10.1111/jcal.70015","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>University students need to self-regulate but are sometimes incapable of doing so. Learning Analytics Dashboards (LADs) can support students' appraisal of study behaviour, from which goals can be set and performed. However, it is unclear how goal-setting and self-motivation within self-regulated learning elicits behaviour when using an LAD.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study's purpose is exploring reference frames’ influence on goal setting, LAD elements’ influence on student motivation, and the predictive value of goal setting and motivation on behaviour, adding to our understanding of the factors predicting task attainment and the role of reference frames.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>In an experimental survey design, university students (<i>n</i> = 88) used an LAD with a peer reference frame (Condition 1) or without one (Condition 2), set a goal, determined goal difficulty, self-assessed motivation and LAD elements' influence on motivation. Researchers coded goal specificity. Four weeks later, students self-assessed task attainment, task satisfaction, time on task, and task frequency. <i>T</i>-tests and MANOVA explored effects of the reference frame. Regression analyses determined predictive potential of goal difficulty, goal specificity, and motivation on goal attainment.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>Results showed no difference between conditions on goal specificity, difficulty, or motivation. The peer reference frame's perceived influence on motivation was small. LAD elements’ influence on motivation varied but were mainly positive. Regression models were not predictive, except the task satisfaction exploratory model. Most participants (77%) attained their goals. Reference frame integration should be carefully considered, given potential negative effects. Students may require educators’ support when setting goals, but the support should balance students’ autonomy.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70015","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70015","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Background

University students need to self-regulate but are sometimes incapable of doing so. Learning Analytics Dashboards (LADs) can support students' appraisal of study behaviour, from which goals can be set and performed. However, it is unclear how goal-setting and self-motivation within self-regulated learning elicits behaviour when using an LAD.

Objectives

This study's purpose is exploring reference frames’ influence on goal setting, LAD elements’ influence on student motivation, and the predictive value of goal setting and motivation on behaviour, adding to our understanding of the factors predicting task attainment and the role of reference frames.

Methods

In an experimental survey design, university students (n = 88) used an LAD with a peer reference frame (Condition 1) or without one (Condition 2), set a goal, determined goal difficulty, self-assessed motivation and LAD elements' influence on motivation. Researchers coded goal specificity. Four weeks later, students self-assessed task attainment, task satisfaction, time on task, and task frequency. T-tests and MANOVA explored effects of the reference frame. Regression analyses determined predictive potential of goal difficulty, goal specificity, and motivation on goal attainment.

Results and Conclusions

Results showed no difference between conditions on goal specificity, difficulty, or motivation. The peer reference frame's perceived influence on motivation was small. LAD elements’ influence on motivation varied but were mainly positive. Regression models were not predictive, except the task satisfaction exploratory model. Most participants (77%) attained their goals. Reference frame integration should be carefully considered, given potential negative effects. Students may require educators’ support when setting goals, but the support should balance students’ autonomy.

Abstract Image

查看原文本刊更多论文

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope