Evaluating the Impact of Learning Management Systems in Geographical Education in Primary School: An Experimental Study on the Importance of Learning Analytics-Based Feedback

Abstract

Traditionally, educational processes were focused on learning theoretical geography content, often supplemented with hands-on activities. However, advances in technology have enabled the integration of Learning Management Systems (LMSs) such as Moodle, which enable students to learn at their own pace, receive instant and individualized feedback about their daily academic performance, and gather more daily information individually based on techniques such as Learning Analytics (LAs). Despite these benefits, there is a lack of evidence supporting this educational approach in primary education. This experimental study, involving 80 fifth-grade students, aims to address this gap while investigating the territorial and socio-economic organization of their environment and comparing two types of feedback provided: simply the correct answer (control group), and more extensive (experimental group). The findings suggest that the implementation of Moodle tasks facilitates learning, irrespective of the type of feedback provided. However, students rated activities higher in terms of usefulness and satisfaction with the teaching–learning process when extensive feedback was provided. Additionally, the daily data collected proved useful for teachers in predicting students’ final outcomes. These results highlight the potential benefits of carrying out activities in Moodle, despite their short duration, particularly at this academic level and within this knowledge domain.