• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Conference outputs
    • View Item
    • Home
    • Griffith Research Online
    • Conference outputs
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Attentional and cognitive processing of analytics visualisations: Can design features affect interpretations and decisions about learning and teaching?

    Thumbnail
    View/Open
    AlhadadPUB2885.pdf (366.1Kb)
    File version
    Version of Record (VoR)
    Author(s)
    Alhadad, Sakinah
    Griffith University Author(s)
    Alhadad, Sakinah B.
    Year published
    2016
    Metadata
    Show full item record
    Abstract
    There has been an increasing demand for course-level learning analytics to inform design improvements and interventions. While there has been an increasing research and development focus on dashboards to facilitate this, less has been done to investigate the impact of design features on optimising the interpretation process when translating learning analytics into actionable interventions and design changes. In this paper, I assess the effect of two prominent design features on the attentional and cognitive processes when using learning analytics at the course level. Emergent thematic analysis revealed response patterns ...
    View more >
    There has been an increasing demand for course-level learning analytics to inform design improvements and interventions. While there has been an increasing research and development focus on dashboards to facilitate this, less has been done to investigate the impact of design features on optimising the interpretation process when translating learning analytics into actionable interventions and design changes. In this paper, I assess the effect of two prominent design features on the attentional and cognitive processes when using learning analytics at the course level. Emergent thematic analysis revealed response patterns suggesting systematic effects of three design features (course-only data, course- versus school-level data, course-only data with learning events marked) on the interpretive patterns, proposed actions, and consequential thinking of participants in the study. Implications for future designs of course-level learning analytics dashboards, as well as academic development are discussed.
    View less >
    Conference Title
    Conference Proceedings 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education. ASCILITE 2016: Show me the learning
    Publisher URI
    http://2016conference.ascilite.org/
    Copyright Statement
    © 2016 ASCILITE. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.
    Subject
    Specialist studies in education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/342015
    Collection
    • Conference outputs

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E
    • TEQSA: PRV12076

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander