The LAD was mostly perceived to support student appraisal of study behaviour by providing new insights or awareness¶

Claim · All claims
Evidence · 1 study (2 entries) · design r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Reflection on study behaviour was impacted for most interviewed students (10), mainly because new insights or awareness was acquired (8). → de Vreugd 2024 q2 i? Some participants indicated their reflection was not impacted (5) because they already actively reflected. → de Vreugd 2024 (2)

Evidence¶

de Vreugd 2024¶

de Vreugd, L., van Leeuwen, A., Jansen, R., & van der Schaaf, M. (2024). Learning Analytics Dashboard Design and Evaluation to Support Student Self-Regulation of Study Behaviour. Journal of Learning Analytics, 11(3), 249–262. https://doi.org/10.18608/jla.2024.8529

q2 · i? · design · r3

Semi-structured interviews (n=16) analyzed with reflexive thematic analysis against Kirkpatrick levels found "Reflection on study behaviour was impacted (10), mainly because new insights or awareness was acquired (8)"; e.g., one participant said it provided a better picture so she would not underestimate herself.

"Reflection on study behaviour was impacted (10), mainly because new insights or awareness was acquired (8)."

de Vreugd 2024 (2)¶

de Vreugd, L., van Leeuwen, A., Jansen, R., & van der Schaaf, M. (2024). Learning Analytics Dashboard Design and Evaluation to Support Student Self-Regulation of Study Behaviour. Journal of Learning Analytics, 11(3), 249–262. https://doi.org/10.18608/jla.2024.8529

q2 · i? · design · r3

In the same interview study, a minority reported no impact on reflection; the article states "Some participants indicated that their reflection was not impacted (5), as they already actively reflected (5)", and some forgot the LAD or put no effort into it.

"Some participants indicated that their reflection was not impacted (5), as they already actively reflected (5)"

Discussion¶

Related Claims¶

• Perceived impact of LAD use on study behaviour varied, with most participants reporting no impact — related
• Students and tutors rated predetermined LAD constructs similarly in importance but differed in suggesting and ranking new constructs — related
• The LAD did not support the preparatory phase because most participants did not use the actionable feedback despite perceiving it as potentially useful — related
• Students reported that the dashboard boosted learning motivation and that predictive and prescriptive insights were beneficial to their learning — related