Investigating students' perceived benefits of system- vs. teacher-based learning analytics feedback


Schumacher, Clara ; Ifenthaler, Dirk



URL: https://earli.org/sites/default/files/2021-08/EARL...
Document Type: Conference presentation
Year of publication: 2021
Page range: 57
Conference title: 19th Biennial EARLI Conference 2019 : Education and Citizenship: Learning and Instruction and the Shaping of Futures
Location of the conference venue: Online
Date of the conference: 23.-27.08.2021
Publication language: English
Institution: Business School > Wirtschaftspädagogik V (Ifenthaler 2015-)
Subject: 004 Computer science, internet
Abstract: Feedback is considered to be essential for supporting learning processes. As learning is increasingly facilitated through digital learning environments new methods such as learning analytics enable additional insights into learning processes. These data can be used as a source for offering feedback to learners using dashboards, messages, recommendations or prompts. However, research on benefits students perceive from feedback based on learning analytics is limited. Thus, this study investigates students’ perceptions of system- vs. teacher-based learning analytics feedback either with or without recommendations using a quasi-experimental approach. Findings indicate that benefits associated with the different feedback representations were perceived significantly different. Feedback with recommendations was perceived more beneficial than system-based feedback without recommendations. Future research might investigate students’ perceptions of and reactions to learning analytics feedback in authentic learning settings.




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