TY - GEN
T1 - Designing the Learning Analytics Cockpit - A Dashboard that Enables Interventions
AU - Karademir, Onur
AU - Ahmad, Atezaz
AU - Schneider, Jan
AU - Di Mitri, Daniele
AU - Jivet, Ioana
AU - Drachsler, Hendrik
PY - 2021
Y1 - 2021
N2 - This paper presents results from our design and evaluation studies of the Learning Analytics Cockpit (LA Cockpit) for a quiz app, which aims to provide lecturers with important information about students’ knowledge levels. We define a LA Cockpit as a tool for instructors that enables them to steer students’ learning process by providing a LA Dashboard which visualizes students’ learning indicators and an intervention feature enabling instructors to give feedback based on students’ knowledge levels. To address the needs of lecturers we applied the Double Diamond (DD) design process model which consists of four stages: discover, define, develop & refine. Following the DD process, we first conducted a qualitative study by interviewing four lecturers and student teachers to discover their needs. Results from the interviews allowed us to define requirements of the lecturers. We used these results to develop the first version of the tool where we refined it through informal feedback by the interviewed teachers. In preparation for a larger effectiveness-study, we evaluated the LA Cockpit in terms of usefulness and usability in a preliminary study with 16 university lecturers. Results from this qualitative study indicate that the LA Cockpit can measure the students’ knowledge level and supports self-reflection for lecturers. Moreover, results show that the LA Cockpit enables lecturers to address knowledge gaps and provide interventions to students before the exams.
AB - This paper presents results from our design and evaluation studies of the Learning Analytics Cockpit (LA Cockpit) for a quiz app, which aims to provide lecturers with important information about students’ knowledge levels. We define a LA Cockpit as a tool for instructors that enables them to steer students’ learning process by providing a LA Dashboard which visualizes students’ learning indicators and an intervention feature enabling instructors to give feedback based on students’ knowledge levels. To address the needs of lecturers we applied the Double Diamond (DD) design process model which consists of four stages: discover, define, develop & refine. Following the DD process, we first conducted a qualitative study by interviewing four lecturers and student teachers to discover their needs. Results from the interviews allowed us to define requirements of the lecturers. We used these results to develop the first version of the tool where we refined it through informal feedback by the interviewed teachers. In preparation for a larger effectiveness-study, we evaluated the LA Cockpit in terms of usefulness and usability in a preliminary study with 16 university lecturers. Results from this qualitative study indicate that the LA Cockpit can measure the students’ knowledge level and supports self-reflection for lecturers. Moreover, results show that the LA Cockpit enables lecturers to address knowledge gaps and provide interventions to students before the exams.
UR - http://www.scopus.com/inward/record.url?scp=85115604866&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-86618-1_10
DO - 10.1007/978-3-030-86618-1_10
M3 - Conference contribution
AN - SCOPUS:85115604866
SN - 9783030866174
T3 - Lecture Notes in Networks and Systems
SP - 95
EP - 104
BT - Methodologies and Intelligent Systems for Technology Enhanced Learning, 11th International Conference
A2 - De la Prieta, Fernando
A2 - Gennari, Rosella
A2 - Temperini, Marco
A2 - Di Mascio, Tania
A2 - Vittorini, Pierpaolo
A2 - Kubincova, Zuzana
A2 - Popescu, Elvira
A2 - Rua Carneiro, Davide
A2 - Lancia, Loreto
A2 - Addone, Agnese
PB - Springer
T2 - 11th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning, MIS4TEL 2021
Y2 - 6 October 2021 through 8 October 2021
ER -