Analyzing Learners’ Perception of Indicators in Student-Facing Analytics: A Card Sorting Approach

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dc.catalogadoraba
dc.contributor.authorVillalobos E.
dc.contributor.authorHilliger, Isabel
dc.contributor.authorPerez-Sanagustin M.
dc.contributor.authorGonzález Ugalde, Carlos
dc.contributor.authorCelis S.
dc.contributor.authorBroisin J.
dc.date.accessioned2025-04-01T16:08:37Z
dc.date.available2025-04-01T16:08:37Z
dc.date.issued2023
dc.description.abstractMany studies have explored using different indicators to support students’ self-monitoring. This has motivated the development of student-facing analytics, such as dashboards and chatbots. However, there is a limited understanding of how learners interpret these indicators and act on that information. This study evaluates different indicators from a student perspective by adapting the card sorting technique, which is employed in Human-Centered Design. We chose eight indicators based on different comparative reference frames from the literature to create 16 cards to present both a visual and a text representation per indicator. Qualitative and quantitative data were collected from 21 students of three majors at two Latin American universities. According to the quantitative results, students’ agreement level about the indicators’ interpretability and actionability was relatively low. Nonetheless, the indicators that included temporality were found to be less interpretable but more actionable than those that did not. The analysis indicates that several students would use this information to improve their study habits only if their performance in the course is lower than expected. These findings might be used as a starting point to design student-facing analytics. Also, adapting the card sorting technique could be replicated to understand learners’ use of indicators in other TEL contexts.
dc.description.funderANR LASER; Folio: 156322
dc.description.funderANID-Student Experience in Higher Education in Chile: Expectations and Realities’ Millennium Nucleus
dc.description.funderPROF-XXI Erasmus+ Capacity Building in the Field of Higher Education project funded by the European Commission; Folio: 609767-EPP-1-2019-1- ES-EPPKA2-CBHE-JP
dc.format.extent12 páginas
dc.fuente.origenORCID
dc.identifier.doi10.1007/978-3-031-42682-7_29
dc.identifier.eisbn978-3-031-42682-7
dc.identifier.eissn0302-9743
dc.identifier.isbn978-3-031-42681-0
dc.identifier.issn1611-3349
dc.identifier.scopusid2-s2.0-85171992694
dc.identifier.urihttps://doi.org/10.1007/978-3-031-42682-7_29
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/103093
dc.identifier.wosidWOS:001351067800029
dc.information.autorucEscuela de Ingeniería; Hilliger, Isabel; 0000-0001-5270-7655; 141681
dc.information.autorucFacultad de Educación; González Ugalde, Carlos; S/I; 91545
dc.language.isoen
dc.lugar.publicacionCham, Switzerland
dc.nota.accesocontenido parcial
dc.pagina.final445
dc.pagina.inicio430
dc.publisherSpringer
dc.rightsacceso restringido
dc.subjectSelf-monitoring
dc.subjectLearning Analytics Dashboards
dc.subjectIndicators
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleAnalyzing Learners’ Perception of Indicators in Student-Facing Analytics: A Card Sorting Approach
dc.typecapítulo de libro
dc.volumen14200 LNCS
sipa.codpersvinculados141681
sipa.codpersvinculados91545
sipa.trazabilidadORCID;2025-03-03
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