Abstract
Depending on their motivational dispositions, students choose different learning strategies and vary in their persistence in reaching learning outcomes. As learning is more and more facilitated through technology, analytics approaches allow learning processes and environments to be analyzed and optimized. However, research on motivation and learning analytics is at an early stage. Thus, the purpose of this quantitative survey study is to investigate the relation between students’ motivational dispositions and the support they perceive through learning analytics. Findings indicate that facets of students’ goal orientations and academic self-concept impact students’ expectations of the support from learning analytics. The findings emphasize the need to design highly personalized and adaptable learning analytics systems that consider students’ dispositions and needs. The present study is a first attempt at linking empirical evidence, motivational theory, and learning analytics.
Highlights
Learning theories such as self-regulated learning highlight the importance of motivation for learning (Boekaerts 1999; Pintrich 2000c; Schunk et al 2008; Zimmerman 2002)
The results of the regression analyses for perceived learning analytics support are presented in Table 4 yielding a DR2 of .183, F(14, 454) = 8.49, p \
The findings of this study indicate that motivational dispositions such as goal orientation and academic self-concept as well as study-related characteristics impact students’ perceived support from learning analytics
Summary
Learning theories such as self-regulated learning highlight the importance of motivation for learning (Boekaerts 1999; Pintrich 2000c; Schunk et al 2008; Zimmerman 2002). Motivation is a multifaceted concept several disciplines pay attention to as it is considered to be the driver for a person’s actions and not obvious. Focusing on a cognitive approach, motivation can be defined as ‘‘the process whereby goal-directed activity is instigated and sustained’’ This definition implies that motivation is a process as well as goaloriented and that both initiating activities and persisting in activities are crucial to achieving the designated goals
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