The role of reference frames in learners’ internal feedback generation with a learning analytics dashboard

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2023-09-12 DOI:10.1016/j.stueduc.2023.101303

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

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引用次数: 0

Abstract

Being able to self-regulate can positively impact learners’ academic achievement. An inherent catalyst of Self-Regulated Learning (SRL) is internal feedback, the new knowledge which is generated when comparing current knowledge against reference information. Learners may not always generate internal feedback, hampering further SRL. Supporting SRL can be done with a Learning Analytics Dashboard (LAD), in which reference frames allow for comparisons and facilitate internal feedback generation. This study explores internal feedback generation using a LAD and the effect of reference frame availability. A multiple method design examined the interplay of reference frames, comparison processes, internal feedback generation and preparatory activities engagement. Differences between three conditions were explored using Bain ANOVA’s. Results showed that reference frames almost exclude other external comparators and are used in parallel with an internal comparator. A peer reference frame leads to most verbalizations of internal feedback, and potentially to most verbalizations of preparatory activities.

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参考框架在使用学习分析仪表板生成学习者内部反馈中的作用

能够自我调节可以对学习者的学业成绩产生积极影响。自我调节学习（SRL）的内在催化剂是内部反馈，即当将当前知识与参考信息进行比较时产生的新知识。学习者可能并不总是产生内部反馈，从而阻碍进一步的SRL。支持SRL可以通过学习分析仪表板（LAD）来完成，其中的参考框架允许进行比较并促进内部反馈的生成。本研究探讨了使用LAD的内部反馈生成以及参考框架可用性的影响。多种方法的设计考察了参考框架、比较过程、内部反馈生成和筹备活动参与的相互作用。使用Bain方差分析探讨了三种条件之间的差异。结果表明，参考系几乎排除了其他外部比较器，并与内部比较器并行使用。同行参考框架导致对内部反馈的大多数表述，并可能导致对筹备活动的大多数表述。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.