Comparative dashboard features found less support among online students than recommendations and contact features¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Comparative features received varied and overall weaker endorsement from students, who disagreed about which data should be shown comparatively, while material recommendations and contact points were strongly endorsed. → Herodotou 2025

Evidence¶

Herodotou 2025¶

Herodotou, C., Shrestha, S., Comfort, C., Andrews, H., Mulholland, P., Bayer, V., Maguire, C., Lee, J. & Fernandez, M. (2025). A Participatory Approach to Designing a Student-Facing Dashboard for Online and Distance Education. Journal of Learning Analytics, 12(2). https://doi.org/10.18608/jla.2025.8481

q2 · i? · design · r2

Focus group frequency analysis of 20 students showed no agreement on which data should be presented comparatively; some valued comparing assignment performance or tutorial attendance, others disliked unfavourable comparisons. The article reports "comparative features found less support with students."

"Overall, comparative features found less support with students, aligning with existing studies (Divjak et al., 2023; Herodotou, Boroowa, et al., 2020)."

Discussion¶

Related Claims¶

• Students endorsed descriptive, predictive, and prescriptive data points driven by a desire to understand study progress and act on it — related
• Preferences for visualizing predictions with metaphors were a matter of personal choice, with students wanting to choose their own metaphor — related
• Students reported that the dashboard boosted learning motivation and that predictive and prescriptive insights were beneficial to their learning — a broader claim this one bears on