Learning analytics dashboards for adaptive support in face-to-face collaborative argumentation

https://doi.org/10.1016/j.compedu.2020.104041Get rights and content
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Highlights

  • Dashboards were developed to support collaborative argumentation in face-to-face contexts.

  • Based on learning analytics, dashboards timely provided feedback and adaptive support.

  • Dashboards improved collaborative argumentation process and group performance.

  • Dashboards positively influenced situational interest and perceived learning outcomes.

  • This study provided implications on developing a dashboard system to support face-to-face learning.

Abstract

Despite the potential of learning analytics for personalized learning, it is seldom used to support collaborative learning particularly in face-to-face (F2F) learning contexts. This study uses learning analytics to develop a dashboard system that provides adaptive support for F2F collaborative argumentation (FCA). This study developed two dashboards for students and instructors, which enabled students to monitor their FCA process through adaptive feedback and helped the instructor provide adaptive support at the right time. The effectiveness of the dashboards was examined in a university class with 88 students (56 females, 32 males) for 4 weeks. The dashboards significantly improved the FCA process and outcomes, encouraging students to actively participate in FCA and create high-quality arguments. Students had a positive attitude toward the dashboard and perceived it as useful and easy to use. These findings indicate the usefulness of learning analytics dashboards in improving collaborative learning through adaptive feedback and support. Suggestions are provided on how to design dashboards for adaptive support in F2F learning contexts using learning analytics.

Keywords

Adaptive instruction
Collaborative learning
Argumentation
Learning analytics
Dashboard

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