Visual-Form Learning Analytics: A Tool for Critical Reflection and Feedback

Abstract

Accessible learning analytics available from the data within learning managementsystems, can assist with teaching and learning practices, but often this data is difficultto interpret. Learning analytics, specifically those presented in visual-form, can provideinformation that supports learners’ reflection and guides them to the necessary changesthat lead to successful self-regulated learning. This research study utilized photoelicitation methods to prompt learners’ reflections of their self-regulated retrievalpractice activities, quiz-based learning opportunities, which were qualitatively analyzed.A tool, U-Behavior, was created which was designed to extract students attempt dataon the retrieval practice activities which were presented to students as opportunities tostudy the course content rather than as evaluations of understanding. Upon completionof the retrieval practice activities, learners were presented with their personalizedlearning analytics in visual-form and prompted to reflect on their learning. Visual-formlearning analytics create opportunities for feedback and critical reflection for bothinstructors and learners and improve student learning. Analysis of the visual-formlearning analytics and corresponding reflections highlighted learners’ understanding ofhigh-impact learning practices, the realization of intended study behaviors versusengrained behaviors, high score orientation, and a focus on comparisons.