The Current Trend of Learning Analytics Dashboard In Higher Education: Implications for Practice

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In the attached article, Aguilar (2023) make a case for the use of Situated Expectancy-Value Theory(EVT), a motivation theory in the development and assessment of learning analytics dashboard(LAD). The author purports that in using the EVT lens for design and evaluation, the LAD community can secure adaptively motivating student experiences not only from the general student but particularly among underserved student populations and thereby becomes an instrument with a focus on equity.

EVT, hypothesise that achievement related choices are motivated by a combination of the expectation for success and subjective task value placed on the task (Hidi and Reninger, 2022). In the context of students, expectancy is the student's self-assessment of their ability to successfully perform an upcoming task. In the value aspect of the theory learners answer the why/s for doing the task. Value include intrinsic interest value, attainment value, utility value and cost value(Hidi and Reninger, 2022).

The goals of LAD in education at its onset just under ten years ago were to discover ways to enhance student engagement, and secure a highly individualised experience for learners (Aguilar, 2023). The attached article highlights the reality that student motivation has been linked to course engagement, student choice to cheat and their choice to continue in the face of challenges. Aguilar (2023) makes the argument that since LAD can impact student motivation, and the learners motivation is essential to learning, integrating the EVT into the design and assessment process of LAD can be used to focus on equity. The article articulates the value of capitalising on learning analytics to promote equity and empower all learners in higher education

One implication of this trend to professional practice is the recognition that it is possible to use technology to advance equity in the learning environment. While it is true that selection of LAD is usually not in the scope of individual instructors in faculty, an awareness of this trend among faculty can promote a forum for meaningful discourse on how to use LAD as a means to demonstrable promote equity. This is particularly important in view of the current increase and expected continuous increase in the diversity of learners in current professional context.

References

1. Aguilar, S. (2023). Using Motivation Theory to Design Equity-Focused Learning Analytics Dashboards Volume 2 Trends High. Edu. 2023,2(2), 283- 290. https://doi.org/10.3390/higheredu2020015

2. Hidi, S and Renninger, K. A. (2022). Interest: A unique affective and cognitive motivational variable that develops.Elliot, A.J.(pg 179-239) Advances in motivation science. Elliot academic press.

https://doi.org/10.1016/bs.adms.2021.12.004