Exploring Instructors' Emotions and Metacognition: A Case Study of Instructor Interactions With a Learning Analytics Dashboard

• In Event: 21.057 - Cognition and Emotion in Game-Based Learning Environments

Abstract

Learning analytics (LA) is providing new methodologies that are being applied to the design and application of dashboards to support teaching and learning. However, few studies attempt to understand instructors’ emotions and metacognition while they are interacting with an LA dashboard (LAD). The current study investigates instructors’ emotional states and metacognitive activities while they interact with an LAD designed to support online asynchronous collaboration of multiple groups. Instructors’ think-aloud data was collected while they used the dashboard and coded for epistemic emotions and metacognitive activities. Differences in epistemic emotions and metacognitive activities were found between instructors who were more or less proficient at using the dashboard. Practical implications are discussed for the design of LA dashboards for teaching and learning.

Authors

• Juan Zheng, McGill University

• Lingyun Huang, McGill University

• Maedeh Sadat Kazemitabar, McGill University

• Susanne P. Lajoie, McGill University

• Yuxin Chen, Indiana University

• Cindy E. Hmelo-Silver, Indiana University