To offer personalized learning support learning analytics use information about learners and their contexts. However, further research needs to investigate students’ perceptions of learning analytics feedback. This quasi-experimental study investigates system- and teacher-based learning analytics feedback either with or without additional recommendations. Findings indicate that participants perceive feedback without recommendations from teachers more helpful for learning. When feedback that is enhanced with recommendations system-based feedback is perceived more beneficial for learning and more accepted than that of teachers. Further research is needed to investigate different feedback in authentic learning analytics scenarios.
Additional information:
Fri, April 9, SIG Sessions, SIG-Instructional Technology Paper and Symposium Sessions
Dieser Eintrag ist Teil der Universitätsbibliographie.
Search Authors in
