Associations between learning analytics dashboard exposure and motivation and self-regulated learning

Showing Academic Performance Predictions during Term Planning: Effects on Students’ Decisions, Behaviors, and Preferences

“…We found that in the presence of these predictions, students focused mainly on maximizing the predicted grades, paying less attention to other important factors that may play a role in their term outcome (e.g., the workload). This aligns with the results of previous research on the unintended consequences of exposing students to historical performance data based on the GPA (e.g., [2,5,19,61]). We argue that this type of overreliance effect constitutes an important limitation of making GPA-based predictions.…”

“…Our analysis did not yield any significant differences within the vague representations condition for any of the dimensions of our dependent variable. On the contrary, we found significant differences between the average predicted grade (F(3.028, 124.146) = 8.097, p = 0.0005, 2 = 0.165) within the students exposed to the specific representations condition. The post hoc tests revealed significant differences in the means of this dimension between the variant without prediction and each of the specific prediction representations (see Table 1a and 1b).…”

“…We present our findings along three axes, namely the students' decisions, their behaviors, and their preferences. 2 These 12 participants chose either more than 6 courses or less than 3. The first scenario is not allowed at ESPOL.…”

“…On the other hand, a parallel line of research found that when students are indirectly exposed to academic performance visualizations through their advisors or counselors during one-to-one meetings, they show-over a relatively short period of time-positive changes in motivation and self-regulated strategies for learning [2].…”

User-Centered Design for a Student-Facing Dashboard Grounded in Learning Theory

“…Research has shown that compared to performance-orientated students, mastery-oriented students are more likely to focus on developing an understanding of the material (Elliot & McGregor, 2001) and have higher self-esteem (Shim et al, 2012). In our prior research on an advisor-facing dashboard (Lonn et al, 2014;Aguilar et al, 2020), we found that students' achievement orientation was negatively impacted when academic advisors shared their dashboard during meetings with students. Specifically, some students-the most academically vulnerable-moved from a mastery orientation to a more performance orientation, a change that may negatively impact their performance.…”