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Factors influencing beliefs for adoption of a learning analytics tool: An empirical study

机译：影响采用学习分析工具的信念的因素：一项实证研究

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摘要

Present research and development offer various learning analytics tools providing insights into different aspects of learning processes. Adoption of a specific tool for practice is based on how its learning analytics are perceived by educators to support their pedagogical and organizational goals. In this paper, we propose and empirically validate a Learning Analytics Acceptance Model (LAAM) of factors influencing the beliefs of educators concerning the adoption a learning analytics tool. In particular, our model explains how the usage beliefs (i.e., ease-of-use and usefulness perceptions) about the learning analytics of a tool are associated with the intention to adopt the tool. In our study, we considered several factors that could potentially affect the adoption beliefs: i) pedagogical knowledge and information design skills of educators; ii) educators' perceived utility of a learning analytics tool; and iii) educators' perceived ease-of-use of a learning analytics tool. By following the principles of Technology Acceptance Model, the study is done with a sample of educators who experimented with a LOCO-Analyst tool. Our study also determined specific analytics types that are primary antecedence of perceived usefulness (concept comprehension and social interaction) and ease-of-use (interactive visualization).
机译：当前的研究和开发提供了各种学习分析工具，可提供对学习过程不同方面的见解。特定的实践工具的采用基于教育者如何看待其学习分析以支持其教学和组织目标。在本文中，我们提出并通过经验验证了学习分析接受模型（LAAM），该模型影响影响教育者关于采用学习分析工具的信念的因素。特别是，我们的模型说明了有关工具学习分析的使用信念（即易用性和有用性感知）如​​何与采用该工具的意图相关联。在我们的研究中，我们考虑了可能影响收养观念的几个因素：i）教育者的教学知识和信息设计技能； ii）教育者认为学习分析工具的实用性； iii）教育者认为学习分析工具的易用性。通过遵循技术接受模型的原理，该研究是通过使用LOCO-Analyst工具进行实验的教育者样本完成的。我们的研究还确定了特定的分析类型，这些类型是感知有用性（概念理解和社交互动）和易用性（交互式可视化）的主要前提。

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