TY - GEN
T1 - Factors of the use of learning analytics dashboard that affect metacognition
AU - Chen, Li
AU - Lu, Min
AU - Goda, Yoshiko
AU - Shimada, Atsushi
AU - Yamada, Masanori
N1 - Funding Information:
This work was supported by a JST AIP, Grant No. JPMJCR19U1, and JSPS KAKENHI Grant Number JP19H01716, JP20H01727, JP20K19939, Japan.
Publisher Copyright:
© 2020 17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020. All rights reserved.
PY - 2020
Y1 - 2020
N2 - In this study, we used a learning analytics dashboard (LAD) in a higher education course to support students' metacognition and evaluated the effects of its use. The LAD displays students' reading path and specific behaviors when viewing digital learning materials. The study was conducted on 53 university students to identify the factors that affected metacognition changes in terms of their awareness and behavior dimensions when using the LAD. In terms of results, first, the students' perception of visual attraction for the LAD, and behaviors related to reflection such as deleting annotations they had previously added, positively affected the changes in the knowledge of cognition dimension of metacognition. Second, students' perception of behavioral changes by using the LAD had positive effects on the regulation of cognition dimension of metacognition. However, the behaviors of using some cognitive tools, negatively affected knowledge of cognition, which indicated the necessity to provide more guidance or feedback to students.
AB - In this study, we used a learning analytics dashboard (LAD) in a higher education course to support students' metacognition and evaluated the effects of its use. The LAD displays students' reading path and specific behaviors when viewing digital learning materials. The study was conducted on 53 university students to identify the factors that affected metacognition changes in terms of their awareness and behavior dimensions when using the LAD. In terms of results, first, the students' perception of visual attraction for the LAD, and behaviors related to reflection such as deleting annotations they had previously added, positively affected the changes in the knowledge of cognition dimension of metacognition. Second, students' perception of behavioral changes by using the LAD had positive effects on the regulation of cognition dimension of metacognition. However, the behaviors of using some cognitive tools, negatively affected knowledge of cognition, which indicated the necessity to provide more guidance or feedback to students.
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M3 - Conference contribution
AN - SCOPUS:85099576427
T3 - 17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020
SP - 295
EP - 302
BT - 17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020
PB - IADIS Press
T2 - 17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020
Y2 - 18 November 2020 through 20 November 2020
ER -