Investigating the Effects of Reference Frames on Reflecting and Adaptive Help-Seeking Intentions

• In Event: Dashboards and Machine Learning Technology for Data-Driven Decision Making

Abstract

This study explores how different reference frames in Learning Analytics Dashboards (LADs) impact college students' reflective and adaptive help-seeking intentions. An experimental design with 121 participants examined the effects of self-referenced, course-referenced, and peer-referenced frames. Results showed no significant differences in help-seeking intentions across the reference frames. However, moderate positive correlations were found between help-seeking intentions and resources such as teachers, peers, family, university support, and social media. Significant differences in help-seeking behaviors based on race and ethnicity were observed, emphasizing the need for culturally responsive support systems. The findings highlight the importance of multifaceted support in enhancing help-seeking behaviors, and contributing to the broader goal of equality of opportunities of help-seeking resources among diverse student populations.

Authors

• Yusuf M. Ozdemir, Odessa College

• Fethi A. Inan, Texas Tech University