This study aims to develop a learning analytics-based instructional design model for enhancing perspective-taking and examines the effect of perspective-taking and learning achievement. To achieve this, a design and development research method was employed, resulting in the development of a model comprising stages of lesson preparation, lesson implementation, and lesson evaluation. Procedures and guidelines necessary for each stage were derived. Subsequently, the model was applied to conduct four sessions of instruction for 53 first-year male students at A middle school. Surveys (cognitive and affective perspective-taking), interviews, and learning achievement test(content knowledge assessments) were conducted. The results indicated a significant improvement in learners' cognitive and affective perspective-taking scores, along with an enhancement in individual achievement. Based on these findings, the study discusses the importance of enhancing perspective-taking, the necessity of learning analytics-based learning support, and the need to avoid excessive learning support.