Factors of the use of learning analytics dashboard that affect metacognition

Li Chen, Min Lu, Yoshiko Goda, Atsushi Shimada, Masanori Yamada

研究成果: Chapter in Book/Report/Conference proceedingConference contribution

抄録

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.

本文言語英語
ホスト出版物のタイトル17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020
出版社IADIS Press
ページ295-302
ページ数8
ISBN(電子版)9789898704221
出版ステータス出版済み - 2020
イベント17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020 - Lisbon, Virtual, ポルトガル
継続期間: 11 18 202011 20 2020

出版物シリーズ

名前17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020

会議

会議17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020
国/地域ポルトガル
CityLisbon, Virtual
Period11/18/2011/20/20

All Science Journal Classification (ASJC) codes

  • 人工知能
  • 教育

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