Background: Learning analytics dashboards are increasingly being used to communicate feedback to learners. However, little is known about learner preferences for dashboard designs and how they differ depending on the self-regulated learning (SRL) phases the dashboards are presented (i.e., forethought, performance, and self-reflection phases) and…

Background: Teacher dashboards can help secondary school teachers manage online learning activities and inform instructional decisions by visualising information about class learning. However, when designing teacher dashboards, it is not trivial to choose which information to display, because not all of the vast amount of information retrieved…

Background: Performance monitoring plays a key role in self-regulated learning, but is difficult, especially for complex visual tasks such as navigational map reading. Gaze displays (i.e. visualizations of participants' eye movements during a task) might serve as feedback to improve students' performance monitoring. Objectives: We hypothesized…

This article develops a framework for self-regulated digital learning, which supports for self-regulated learning (SRL) in e-learning systems. The framework emphasizes 8 features: learning plan, records/e-portfolio and sharing, evaluation, human feedback, machine feedback, visualization of goals/procedures/concepts, scaffolding, and agents. Each…

This paper studies how the integration of group awareness tools in the knowledge management system called KnowCat (Knowledge Catalyser), which promotes collaborative knowledge construction, may both foster the students' perception about the meaningfulness of visualization of group awareness information and promote better collaborative…