Give Me a Customizable Dashboard: Personalized Learning Analytics Dashboards in Higher Education
- 1.3k Downloads
With the increased capability of learning analytics in higher education, more institutions are developing or implementing student dashboards. Despite the emergence of dashboards as an easy way to present data to students, students have had limited involvement in the dashboard development process. As part of a larger program of research examining student and academic perceptions of learning analytics, we report here on work in progress exploring student perceptions of dashboards and student preferences for dashboard features. First, we present findings on higher education students’ attitudes towards learning analytic dashboards resulting from four focus groups (N = 41). Thematic analysis of the focus group transcripts identified five key themes relating to dashboards: ‘provide everyone with the same learning opportunities’, ‘to compare or not to compare’, ‘dashboard privacy’, ‘automate alerts’ and ‘make it meaningful—give me a customizable dashboard’. Next we present findings from a content analysis of students’ drawings of dashboards demonstrating that students are interested in features that support learning opportunities, provide comparisons to peers and are meaningful to the student. Finally, we present preliminary findings from a survey of higher education students, reinforcing students’ desire to choose whether to have a dashboard and to be able to customize their dashboards. These findings highlight the potential for providing students with some level of control over learning analytics as a means to increasing self-regulated learning and academic achievement. Future research directions aimed at better understanding students emotional and behavioral responses to learning analytics feedback on dashboards and alerts are outlined.
KeywordsLearning analytics Higher education Student attitudes Student dashboards Big data
The research was Funded by a Curtin University Teaching Excellence Development Fund Grant 2016/1.
- Arnold, K. E., & Pistilli, M. D. (2012). Course signals at Purdue: Using learning analytics to increase student success. In Proceedings of the 2nd international conference on learning analytics and knowledge. doi: 10.1145/2330601.2330666.
- Atif, A., Bilgin, A., & Richards, D. (2015). Student preferences and attitudes to the use of early alerts. In Paper presented at the twenty-first Americas conference on information systems. Google Scholar
- Corrin, L., & de Barba, P. (2014). Exploring students’ interpretation of feedback delivered through learning analytics dashboards. In Proceedings of the ascilite 2014 conference. doi: 10.1145/2723576.2723662.
- Dyckhoff, A. L., Zielke, D., Bültmann, M., Chatti, M. A., & Schroeder, U. (2012). Design and implementation of a learning analytics toolkit for teachers. Educational Technology & Society, 15(3), 58–76.Google Scholar
- Few, S. (2013). Information dashboard design: Displaying data for at-a-glance monitoring. Burlingame, CA: Analytics Press.Google Scholar
- Hatala, M., Beheshitha, S. S., & Gašević, D. (2016). Associations between students’ approaches to learning and learning analytics visualizations. In Paper presented at LAL 2016 workshop at LAK 2016, Edinburgh.Google Scholar
- Li, I., Dey, A., Forlizzi, J., Höök, K., & Medynskiy, Y. (2011). Personal informatics and HCI: Design, theory, and social implications. In Proceedings of the 2011 annual conference on human factors in computing systems, CHI EA’11 (pp. 2417–2420). New York, NY: ACM. doi: 10.1145/1979482.1979573.
- O’Donoghue, T., & Rabin, M. (2003). Self-awareness and self-control. Time and decision: Economic and psychological perspectives on intertemporal choice. New York, NY: Russell Sage Foundation.Google Scholar
- Park, Y., & Jo, I.-H. (2015). Development of the learning analytics dashboard to support students’ learning performance. Journal of Universal Computer Science, 21(1), 110–133.Google Scholar
- QSR International Pty Ltd. (2012). NVivo qualitative data analysis software, Version 10.Google Scholar
- Reimers, G., & Neovesky, A. (2015). Student focused dashboards. In Paper presented at the 7th international conference on computer supported education. doi: 10.5220/0005475103990404.
- Roberts, L. D., Howell, J. A., Seaman, K., & Gibson, D. C. (2016). Student attitudes toward learning analytics in higher education: “The fitbit version of the learning world”. Frontiers in Psychology, 7, 1959. doi: 10.3389/fpsyg.2016.01959.
- Schwendimann, B. A., Rodríguez-Triana, M. J., Vozniuk, A., Prieto, L. P., Boroujeni, M. S., Holzer, A., et al. (2016). Understanding learning at a glance: An overview of learning dashboard studies. In Proceedings of the sixth international conference on learning analytics and knowledge (pp. 532–533). ACM. doi: 10.1145/2883851.2883930.
- Sclater, N. (Producer) (2015a). Jisc Learning Analytics Architecture. https://www.youtube.com/watch?v=PoH0NXUbrjw.
- Sclater, N. (2015b). What do students want from a learning analytics app. Resource Document. JISC effective learning analytics. https://analytics.jiscinvolve.org/wp/2015/04/29/what-do-students-want-from-a-learning-analytics-app/.
- Slade, S., & Prinsloo, P. (2015). Student perspectives on the use of their data: Between intrusion, surveillance and care. European Journal of Open, Distance and E-Learning, 18(1), 1–8.Google Scholar
- You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers and Education, 77, 125–133.Google Scholar