How do visualizations and automated personalized feedback engage professional learners in a Learning Analytics Dashboard?

Alcock, Sarah; Rienties, Bart; Aristeidou, Maria and Kouadri Mostéfaoui, Soraya (2024). How do visualizations and automated personalized feedback engage professional learners in a Learning Analytics Dashboard? In: Proceedings of the 14th Learning Analytics and Knowledge Conference, ACM, New York, NY, USA pp. 316–325.

DOI: https://doi.org/10.1145/3636555.3636886

Abstract

Learning Analytics Dashboards (LAD) are the subject of research in a multitude of schools and higher education institutions, but a lack of research into learner-facing dashboards in professional learning has been identified. This study took place in an authentic professional learning context and aims to contribute insights into LAD design by using an academic approach in a practice-based environment. An existing storytelling LAD created to support 81 accountants was evaluated using Technology Acceptance Model, finding a learner expectation for clarity, conciseness, understanding and guidance on next steps. High usage levels and a ‘take what you need’ approach was identified, with all visualizations and automated personalized feedback being considered useful although to varying degrees. Professional learners in this study focus on understanding and acting upon weaknesses rather than celebrating strengths. The lessons for LAD design are to offer choice and create elements which support learners to take action to improve performance at a multitude of time points and levels of success.