Tornike Giorgashvili, Ioana Jivet, Cordula Artelt, Daniel Biedermann, Daniel Bengs, Frank Goldhammer, Carolin Hahnel, Julia Mendzheritskaya, Julia Mordel, Monica Onofrei, Marc Winter, Ilka Wolter, Holger Horz, Hendrik Drachsler
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Despite extensive research on LAD design, there remains a gap in understanding how learners make sense of information visualised on LADs and how they self-reflect using these tools.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>We address this gap through an experimental study where a LAD delivered personalised SRL feedback based on interactions and progress to a treatment group, and minimal feedback based on the average scores of the lecture to a control group.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>After receiving feedback, students were asked to write down how they planned to adjust their study habits. These reflection texts are the target of this study. Three human coders analysed 1251 self-reflection texts from 417 students at three different times, using a coding system that categorised learning strategies, metacognitive strategies and learning materials.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>Our results show that learners who received personalised feedback intend to focus on different aspects of their learning in comparison to the learners who received minimal feedback and that the content of the LAD influences how students formulate their self-reflection texts. Furthermore, the extent to which students incorporated suggested behavioural changes into their reflections was predicted by state measures like perceived helpfulness of the feedback. 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From Reflection to Action: A Controlled Field Study on How Learners Interpret and Respond to Feedback in Learning Analytics Dashboards
Background
Learning analytics dashboards (LAD) have been developed as feedback tools to help students self-regulate their learning (SRL) by using the large amounts of data generated by online learning platforms. Despite extensive research on LAD design, there remains a gap in understanding how learners make sense of information visualised on LADs and how they self-reflect using these tools.
Objectives
We address this gap through an experimental study where a LAD delivered personalised SRL feedback based on interactions and progress to a treatment group, and minimal feedback based on the average scores of the lecture to a control group.
Methods
After receiving feedback, students were asked to write down how they planned to adjust their study habits. These reflection texts are the target of this study. Three human coders analysed 1251 self-reflection texts from 417 students at three different times, using a coding system that categorised learning strategies, metacognitive strategies and learning materials.
Results and Conclusions
Our results show that learners who received personalised feedback intend to focus on different aspects of their learning in comparison to the learners who received minimal feedback and that the content of the LAD influences how students formulate their self-reflection texts. Furthermore, the extent to which students incorporated suggested behavioural changes into their reflections was predicted by state measures like perceived helpfulness of the feedback. Our findings outline areas where support is needed to improve learners' sense-making of feedback on LADs and self-reflection.
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
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