The Role of Achievement Goal Orientations When Studying Effect of Learning Analytics Visualizations

Type: Evidence | Proposition: A: Learning | Polarity: | Sector: | Country:

When designing learning analytics tools for use by learners we
have an opportunity to provide tools that consider a particular
learner's situation and the learner herself. To afford actual impact
on learning, such tools have to be informed by theories of education.
Particularly, educational research shows that individual differences
play a significant role in explaining students' learning
process. However, limited empirical research in learning analytics
has investigated the role of theoretical constructs, such as motivational factors, that are underlying the observed differences between individuals. In this work, we conducted a field experiment
to examine the effect of three designed learning analytics visualizations on students' participation in online discussions in authentic course settings. Using hierarchical linear mixed models, our
results revealed that effects of visualizations on the quantity and
quality of messages posted by students with differences in
achievement goal orientations could either be positive or negative.
Our findings highlight the methodological importance of considering
individual differences and pose important implications for
future design and research of learning analytics visualizations.

Citation: Sanam Shirazi Beheshtiha, Marek Hatala, Dragan Gašević and Srećko Joksimović (2016). "The Role of Achievement Goal Orientations When Studying Effect of Learning Analytics Visualizations". In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (LAK '16). ACM, New York.