Learner-Facing Learning Analytics Dashboards: A Systematic Literature Review Focusing on Domain Measures and Evaluation

• In Event: STEM Education Research Through the Lens of Systematic Review

Abstract

Little is known about learning analytics dashboards’ (LAD) theoretical underpinnings and the alignment (or lack thereof) between their intended outcomes and the measures used to evaluate their implementation. Guided by the self-regulated learning perspective and using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this systematic literature review addressed this gap by examining whether and how learner-facing LAD’s target outcomes align with the domain measures used to evaluate their implementations. Out of the 1297 articles retrieved from 15 databases, 28 were included in the final quantitative and qualitative analysis. Results suggested an intriguing lack of alignment between LADs’ intended outcomes (mostly cognitive domain) and their evaluation (mostly affective measures).

Authors

• Natercia Valle, University of Florida

• Pasha Antonenko, University of Florida