Factors of the Use of Learning Analytics Dashboard That Affect Metacognition

Chen, Li; Min, Lü; Goda, Yoshiko; Shimada, Atsushi; Yamada, Masanori

doi:10.33965/celda2020_202014l038

“…A reduced dropout rate from an LA intervention results in fewer learners failing to finish coursework (e.g., Cambruzzi et al, 2015). Other positive effects can also include better engagement with a course (Chen et al, 2020), usage of learning management system (LMS) resources (e.g., Jovanović et al, 2021), and eventually improved course grades (e.g., Wong, 2017). Finally, the outcome from a LA intervention can be seen in form of enhanced SRL processes (e.g., Roll & Winne, 2015).…”

Section: Methodsmentioning

confidence: 99%

Supporting self-regulated learning with learning analytics interventions – a systematic literature review

Heikkinen

¹

,

Saqr

²

,

Malmberg

³

et al. 2022

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During the past years scholars have shown an increasing interest in supporting students' self-regulated learning (SRL). Learning analytics (LA) can be applied in various ways to identify a learner’s current state of self-regulation and support SRL processes. It is important to examine how LA has been used to identify the need for support in different phases of SRL cycle, which channels are used to mediate the intervention and how efficient and impactful the intervention is. This will help the learners to achieve the anticipated learning outcomes. The systematic literature review followed PRISMA 2020 statement to examine studies that applied LA interventions to enhance SRL. The search terms used for this research identified 753 papers in May 2021. Of these, 56 studies included the elements of LA, SRL, and intervention. The reviewed studies contained various LA interventions aimed at supporting SRL, but only 46% of them revealed a positive impact of an intervention on learning. Furthermore, only four studies reported positive effects for SRL and covered all three SRL phases (planning, performance, and reflection). Based on the findings of this literature review, the key recommendation is for all phases of SRL to be considered when planning interventions to support learning. In addition, more comparative research on this topic is needed to identify the most effective interventions and to provide further evidence on the effectiveness of interventions supporting SRL.

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“…Due to the advantages of e-books, such as flexibility of content design and Internet accessibility (Yamada et al, 2017), their application in university settings has been rapidly growing Chen et al, 2020;Shimada et al, 2019;Zarzour et al, 2020).…”

Section: Literature Review E-book Systems In High School Educationmentioning

confidence: 99%

“…Learning strategies used by students are often related to learning performance during independent study and lectures (Chen et al, 2020). Broadbent and Poon (2015) revealed that SRL strategies were significantly correlated with online learning performance.…”

Section: Learning Analytics For E-book Learning Behaviorsmentioning

confidence: 99%

Learning behavioral patterns of students with varying performance in a high school mathematics course using an e-book system

Geng

¹

,

Chen

²

,

Xu

³

et al. 2023

RPTEL

1

0

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Traditional textbooks are progressively being replaced by e-book systems, which are also being utilized more commonly in K–12 education. The study investigated learning behavioral patterns in a seven-week high school mathematics course using an e-book system. In this study, learning data from the BookRoll system was analyzed with lag sequential analysis to examine learning behavioral patterns, learning strategies, and the differences between students with different performances. The results of the learning behavior patterns of all students confirmed the usage of rehearsal and elaboration strategies. However, it demonstrated the lack of using metacognitive strategies in the e-book learning process. Additionally, the results also revealed different learning patterns among students with different learning performances. Students with decreased performance tended to use shallow cognitive processing strategies, while students with increased performance used deeper learning strategies, such as integrating information from the previous and next pages to highlight learning contents. Regarding the strategy usage of students with unchanged performance, students in the unchanged low and middle performance groups tended to utilize the re-reading strategy, while students in the unchanged high performance group utilized the elaboration strategy. Notably, students with increased performance employed fewer learning behavioral patterns than decreased performance students. The behavioral patterns of students with increased performance were more efficient and effective.

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“…LA Interventions that promote a better retention rate improve the learner's continuous study in a course (e.g.,Freitas et al, 2015), whereas LA interventions that create greater completion rates re ect learners' successful completion of individual courses and thesis processes (e.g.,Nouri et al, 2019).A reduced dropout rate from an LA intervention results in fewer learners failing to nish coursework (e.g.,Cambruzzi et al, 2015). Other positive effects can also include better engagement with a course(Chen et al, 2020), usage of learning management system (LMS) resources (e.g.,Jovanović et al, 2021), and eventually improved course grades (e.g., B. T. M Wong, 2017)…”

mentioning

confidence: 99%

Supporting self-regulated learning with learning analytics interventions – a systematic literature review

Heikkinen

¹

,

Saqr

²

,

Malmberg

³

et al. 2022

Preprint

View full text Add to dashboard Cite

During the past years scholars have shown an increasing interest in supporting students' self-regulated learning (SRL). Learning analytics (LA) can be applied in various ways to identify a learner’s current state of self-regulation and support SRL processes. It is important to examine how LA has been used to identify the need for support in different phases of SRL cycle, which channels are used to mediate the intervention and how efficient and impactful the intervention is. This will help the learners to achieve the anticipated learning outcomes. The systematic literature review followed PRISMA 2020 statement to examine studies that applied LA interventions to enhance SRL. The search terms used for this research identified 753 papers in May 2021. Of these, 56 studies included the elements of LA, SRL, and intervention. The reviewed studies contained various LA interventions aimed at supporting SRL, but only 46% of them revealed a positive impact of an intervention on learning. Furthermore, only four studies reported positive effects for SRL and covered all three SRL phases (planning, performance, and reflection). Based on the findings of this literature review, the key recommendation is for all phases of SRL to be considered when planning interventions to support learning. In addition, more comparative research on this topic is needed to identify the most effective interventions and to provide further evidence on the effectiveness of interventions supporting SRL.

show abstract

Factors of the Use of Learning Analytics Dashboard That Affect Metacognition

Cited by 3 publications

References 18 publications

Supporting self-regulated learning with learning analytics interventions – a systematic literature review

Supporting self-regulated learning with learning analytics interventions – a systematic literature review

Learning behavioral patterns of students with varying performance in a high school mathematics course using an e-book system

Supporting self-regulated learning with learning analytics interventions – a systematic literature review

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