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dc.contributor.authorAlhadad, Sakinah
dc.date.accessioned2017-07-18T00:34:06Z
dc.date.available2017-07-18T00:34:06Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/10072/342015
dc.description.abstractThere 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherAustralasian Society for Computers in Learning in Tertiary Education (ASCILITE)
dc.publisher.placeAustralia
dc.publisher.urihttp://2016conference.ascilite.org/
dc.relation.ispartofconferencenameASCILITE 2016
dc.relation.ispartofconferencetitleConference Proceedings 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education. ASCILITE 2016: Show me the learning
dc.relation.ispartofdatefrom2016-11-28
dc.relation.ispartofdateto2016-11-30
dc.relation.ispartoflocationAdelaide, Australia
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classified
dc.subject.fieldofresearchcode130399
dc.titleAttentional and cognitive processing of analytics visualisations: Can design features affect interpretations and decisions about learning and teaching?
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
dc.description.versionVersion of Record (VoR)
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Education
gro.rights.copyright© 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.
gro.hasfulltextFull Text
gro.griffith.authorAlhadad, Sakinah B.


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