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This study reported the process of developing and evaluating a student-facing learning analytics dashboard (LAD) for an online STEM skill practice system from a user experience approach. A usability survey was administered to 19 LAD users to gather information on what the learners believed were the most important features and what needed to be done to further improve the design of the LAD. Our findings showed that the most important LAD feature to students was showing the accuracy level of their practice and providing the option to redo the practice. These findings informed the revisions of the preliminary design of the LAD and provided insights into future development of student-facing LADs in online learning environments.
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Designing a student-facing learning analytics dashboard to support online STEM practices
Despite the potential of learning analytics dashboards (LADs) to support learners’ needs for autonomy, little research has been conducted on designing LADs to support student autonomy. In this paper, we reported the process of designing a student-facing LAD that offers students’ autonomy support by providing necessary information for students to set their own goals and choose learning activities that are aligned with their goals. A leaderboard was also integrated into the LAD to promote student motivation. Reeves’s (2006) design-based research model was adopted to develop the LAD. The final version of the LAD was presented, and the significance of the work was discussed.
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- Award ID(s):
- 2142608
- PAR ID:
- 10410062
- Date Published:
- Journal Name:
- Companion Proceedings of the 13th International Learning Analytics and Knowledge Conference
- Page Range / eLocation ID:
- 65-67
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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