Abstract
Developed to maximize learning performance, learning analytics dashboards (LAD) are becoming increasingly commonplace in education. An LAD’s effectiveness depends on how it is used and varies according to users’ academic levels. In this study, two LADs and a learning support system were used in a higher education course to support students’ cognitive and self-regulated learning (SRL) strategies. A total of 54 students’ learning logs on three systems and their learning performance scores were collected; descriptive statistics of learning behaviors, Mann-Whitney U test, and lag sequential analysis were used to explore how students with different learning performances used LADs to support their learning. Compared to low-performers, high-performers used the LADs more frequently during preview and review phases and conducted more monitoring and reflection strategies to support their learning. Finally, some practical implications for improving the design and use of LADs were provided.
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