System-based or Teacher-based Learning Analytics Feedback – What Works Best?

Abstract

Feedback has been identified as the most powerful moderator for supporting learning. Learning analytics haven been recognized for opportunities for providing timely and informative feedback to learners when they need it. This study seeks to investigate learners’ perceptions and expected benefits of different forms of learning analytics feedback from different sources. In a quasi-experimental study including 230 students, four experimental groups were confronted with five learning scenarios receiving different learning analytics feedback. Findings indicate that perceived benefits from learning analytics feedback varies across different delivery sources and requires informative recommendations. Accordingly, designing and implementing feedback in learning analytics systems is more complex than just providing visualizations of behavioral data.