Learning Analytics Dashboards for Adaptive Teaching: What Teachers Need to See

• In Event: From Dashboards to Dialogues: Reimagining Teacher Preparation through AI, Media Literacy, and Transnational Partnerships

Abstract

Inquiry-based learning (IBL) is widely used in K–12 science education to promote conceptual understanding and scientific reasoning. This study explored the information teachers need in IBL to inform dashboard design that supports adaptive feedback. Using a mixed-methods approach, 50 science teachers participated in a survey and focus groups. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. Findings revealed that teachers prioritized different types of indicators across IBL phases and preferred action-supporting features, particularly during conceptualization and experimentation. Timeline-based layouts, phase-structured displays, and multi-format visualizations were consistently favored. This study contributes practical design guidelines for dashboards that support adaptive feedback practices and offers broader implications for fostering adaptive teaching in active learning environments.

Authors

• jingyi Qiao, University of Twente

• Mohammadreza Farrokhnia, University of Twente

• Tessa Eysink, University of Twente