Theoretical grounding of LAD design in SCT, SRL, constructivism, social cognitive theory, and transformative learning¶

Theory · All theories
Evidence · no claims cited

Description¶

The article argues LAD design should be anchored in established educational theoretical frameworks, identifying that very few LAD designs articulate their grounding. It organizes relevant theory around social comparison theory (internal/external reference frames), self-regulated learning (goal-setting, monitoring, strategy adjustment), constructivism, social cognitive theory (self-efficacy, vicarious learning), and transformative learning (critical self-reflection triggered by predictive and prescriptive outputs). The authors state "a key contribution of this paper is the rich grounding of LAD development within existing educational theory frameworks."

Design Implications¶

Context¶

Requirements¶

• Dashboard designs should articulate how their features link to established educational frameworks

Constraints¶

• Jivet et al. (2018) note mixed results in using peer comparisons: for low-performing students the social comparison frame was perceived as stressful, while high-performing students were motivated

Target Learners¶

• tertiary students using online learning environments

Target Learning Objectives¶

• self-regulated learning
• academic self-concept
• motivation
• critical self-reflection

Claims¶

Related Theories¶

• Sensenablr Dashboard
• Vygotsky's social constructivism: psychological phenomena emerge from social interaction
• Sociocultural Theory
• Constructivism as a theory of knowledge and learning with individualistic, social, and combined branches

Examples¶

• Embed SRL supports in digital and AI-enhanced learning environments, grounded in solid SRL theory

Key Sources¶

• Gomathy Ramaswami, Teo Susnjak and Anuradha Mathrani. (2023). Effectiveness of a Learning Analytics Dashboard for Increasing Student Engagement Levels. Journal of Learning Analytics, 10(3). https://doi.org/10.18608/jla.2023.7935