Pupils’ experiences of learning analytics visualizations in supporting self-regulated learning in an elementary school classroom

Abstract

The importance of self-regulated learning (SRL) has become increasingly apparent. Further, technology-enhanced learning provides novel ways to support this while different technologies have changed the learning environments. The aim of this study was to investigate the perspectives of 5th–6th grade pupils on learning analytics and self-regulated learning during a phenomenon-based learning module in a blended learning environment. A total of 89 pupils participated in the learning module and were observed. Furthermore, ten pupils were interviewed after completing a learning module. A qualitative content analysis was conducted. The results revealed that, overall, pupils experience of self-regulated learning and learning analytics was positive. The pupils perceived the digital learning and learning analytics as functional and motivating, and some pupils stated that it helped their learning. Also, the pupils became increasingly self-directed during the study module. However, setting goals and managing to follow them appeared to be quite difficult for many of the pupils. The findings imply that a learning management system, which is built to support self-regulated learning may support the development of pupils’ self-regulation and guide their ability to learn independently as well as with their peers.

Uncovering Engagement Profiles of Young Learners in K–8 Education through Learning Analytics

“…Though, in the last few years, learning analytics research has been on the rise in pre-tertiary education (Kovanovic et al, 2021), efforts are primarily concentrated in high school settings (Aguerrebere et al, 2022;de Sousa et al, 2021). Few research studies have explored the application of learning analytics in primary and middle schools (Krumm et al, 2021;Väisänen et al, 2022), while, to the best of our knowledge, no study leveraged big educational data to derive insights into young learners' online engagement behaviour. Therefore, it remains a crucial gap to exploit learning analytics to gain a comprehensive understanding of how primary and middle school students engage with online learning platforms.…”