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ERIC Number: EJ1463886
Record Type: Journal
Publication Date: 2021-Jul
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-1013
EISSN: EISSN-1467-8535
Available Date: 2021-05-07
Staying on Target: A Systematic Literature Review on Learner-Facing Learning Analytics Dashboards
Natercia Valle1; Pavlo Antonenko1,2; Kara Dawson1,2; Anne Corinne Huggins-Manley2
British Journal of Educational Technology, v52 n4 p1724-1748 2021
The advances in technology to capture and process unprecedented amounts of educational data has boosted the interest in Learning Analytics Dashboard (LAD) applications as a way to provide meaningful visual information to administrators, parents, teachers and learners. Despite the frequent argument that LADs are useful to support target users and their goals to monitor and act upon the information provided, little is known about LADs' theoretical underpinnings and the alignment (or lack thereof) between LADs intended outcomes and the measures used to evaluate their implementation. However, this knowledge is necessary to illuminate more efficient approaches in the development and implementation of LAD tools. Guided by the self-regulated learning perspective and using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this systematic literature review addressed this gap by examining whether and how learner-facing LAD's target outcomes align with the domain measures used to evaluate their implementations. Out of the 1297 papers retrieved from 15 databases, 28 were included in the final quantitative and qualitative analysis. Results suggested an intriguing lack of alignment between LADs' intended outcomes (mostly cognitive domain) and their evaluation (mostly affective measures). Based on these results and on the premise that LADs are designed to support learners, a critical recommendation from this study is that LADs' target outcomes should guide the selection of measures used to evaluate the efficacy of these tools. This alignment is critical to enable the construction of more robust guidelines to inform future endeavours in the field.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1School of Teaching and Learning, University of Florida, Gainesville, FL, USA; 2School of Human Development and Organizational Studies in Education, University of Florida, Gainesville, FL, USA