Maritime students supported MMLA but preferred on-demand post-simulation access via mobile application over real-time in-simulation dashboards¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students were broadly supportive of MMLA, particularly for comparing their own gaze-pattern data over time and against strong peers, but echoed instructor concerns about real-time dashboard use disrupting the immersive simulation. → Susan Harrington and Charlott Sellberg 2026 q2 i? Students preferred receiving on-demand access to data and visualizations via a mobile application for revisiting and reflecting on feedback to improve future performance. → Susan Harrington and Charlott Sellberg 2026 (2)

Evidence¶

Susan Harrington and Charlott Sellberg 2026¶

Susan Harrington and Charlott Sellberg. (2026). 12 Heuristics for Learning Analytics in Simulation-Based Professional Learning. Journal of Learning Analytics, 13(1), 130-142. https://doi.org/10.18608/jla.2026.9141

q2 · i? · design · r2

Findings from a participatory co-design workshop with maritime students at a Swedish university, analyzed using Engeström's theory of tensions. The article reports student enthusiasm for self-comparison over time and comparison with strong peers, alongside concerns about real-time LAD use impacting immersion.

"Students were enthusiastic about the potential to compare their own data over time to see how they were progressing, and also welcomed the opportunity to compare themselves with particularly strong "golden egg" students."

Susan Harrington and Charlott Sellberg 2026 (2)¶

Susan Harrington and Charlott Sellberg. (2026). 12 Heuristics for Learning Analytics in Simulation-Based Professional Learning. Journal of Learning Analytics, 13(1), 130-142. https://doi.org/10.18608/jla.2026.9141

q2 · i? · design · r2

From the same student perspective synthesis, the article reports students' preference for on-demand mobile access, with data valued for "revisiting and reflecting on feedback to improve future performance" rather than in-simulation display.

"Instead, they preferred to receive on-demand access to data and visualizations via a mobile application."

Discussion¶

Related Claims¶

• Maritime instructors resisted automated assessment of simulator performance, preferring learning analytics that support their professional judgment and use existing simulator data — related
• The heuristic framework deliberately retains automatic performance checks opposed by instructors and students, as context-appropriate measure selection matters — related
• The review reports that embedded analytics, timely feedback, and structured reflection strengthen conceptual consolidation and learning gains — related
• Students' perceptions of the fairness of MMLA visualizations in an authentic nursing simulation deployment were mixed, hinging on accuracy and completeness of data representation — related
• Real-time in-session feedback remains rare among presentation-coaching systems — related
• Students raised four categories of concern about potential misuse of MMLA data: judgment, privacy, career impact, and academic integrity — related
• Students supported tiered data access: broad access for self-reflection, educator access for teaching, and restricted access to raw video and audio — related