In this study, we used a learning analytics dashboard (LAD) in a higher education course to support students' metacognition and evaluated the effects of its use. The LAD displays students' reading path and specific behaviors when viewing digital learning materials. The study was conducted on 53 university students to identify the factors that affected metacognition changes in terms of their awareness and behavior dimensions when using the LAD. In terms of results, first, the students' perception of visual attraction for the LAD, and behaviors related to reflection such as deleting annotations they had previously added, positively affected the changes in the "knowledge of cognition" dimension of metacognition. Second, students' perception of behavioral changes by using the LAD had positive effects on the "regulation of cognition" dimension of metacognition. However, the behaviors of using some cognitive tools, negatively affected "knowledge of cognition," which indicated the necessity to provide more guidance or feedback to students.