Learning Analytics Dashboard Design: Workplace Learner Preferences for Reference Frames in Immersive Training in Practice

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  • Author(s): Timothy Gallagher (ORCID Timothy Gallagher (ORCID 0000-0003-4091-8898); Bert Slof (ORCID Bert Slof (ORCID 0000-0002-0795-0653); Marieke van der Schaaf (ORCID Marieke van der Schaaf (ORCID 0000-0001-6555-5320); Michaela Arztmann (ORCID Michaela Arztmann (ORCID 0000-0002-4453-7892); Sofia Garcia Fracaro (ORCID Sofia Garcia Fracaro (ORCID 0000-0002-8377-4233); Liesbeth Kester (ORCID Liesbeth Kester (ORCID 0000-0003-0482-0391)
  • Language:
    English
  • Source:
    Journal of Computer Assisted Learning. 2024 40(6):2840-2855.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      16
    • Subject Terms:
      Learning Analytics; Experiential Learning; Individualized Instruction; Computer System Design; Feedback (Response); Visualization; Job Training
    • Accession Number:
      10.1111/jcal.13042
    • ISSN:
      0266-4909
      1365-2729
    • Abstract:
      Background: Learning analytics dashboards are increasingly being used to communicate feedback to learners. However, little is known about learner preferences for dashboard designs and how they differ depending on the self-regulated learning (SRL) phases the dashboards are presented (i.e., forethought, performance, and self-reflection phases) and SRL skills. Insight into design preferences for dashboards with different reference frames (i.e., progress, social, internal achievement and external achievement) is important because the effectiveness of feedback can depend upon how a learner perceives it. Objective: This study examines workplace learner preferences for four dashboard designs for each SRL phase and how SRL skills relate to these preferences. Methods: Seventy participants enrolled in a chemical process apprenticeship program took part in the study. Preferences were determined using a method of adaptive comparative judgement and SRL skills were measured using a questionnaire. Preferences were tested on four dashboard designs informed by social and temporal comparison theory and goal setting theory. Multinomial logistic regressions were used to examine the relationship between dashboard preferences and SRL. Results and Conclusions: Results show that the progress reference frame is more preferred before and after task performance, and the social reference frame is less preferred before and after task performance. It was found that the higher the SRL skill score the higher the probability a learner preferred the progress reference frame compared to having no preference before task performance. The results are consistent with other findings, which suggest caution when using social comparison in designing dashboards which provide feedback.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1448506