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首页> 外文期刊>Computers in Human Behavior >Learning analytics messages: Impact of grade, sender, comparative information and message style on student affect and academic resilience
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Learning analytics messages: Impact of grade, sender, comparative information and message style on student affect and academic resilience

机译：学习分析消息：年级，发件人，比较信息和消息样式对学生的影响力和学习能力的影响

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摘要

Learning analytics enable automated feedback to students through dashboards, reports and alerts. The underlying untested assumption is that providing analytics will be sufficient to improve self-regulated learning. Working within a feedback recipience framework, we begin to test this assumption by examining the impact of learning analytics messages on student affect and academic resilience. Three hundred and twenty undergraduate students completed an online survey and were exposed to three randomly assigned learning analytics alerts (High Distinction, Pass, and Fail grades). Multivariate analyses of variance indicated significant differences between grade levels (large effects), with higher positive affect and lower resilience in response to High Distinction alerts than Pass or Fail alerts. Within each hypothetical grade level, there were no differences in student affect and academic resilience. Based upon systematic changes in feedback sender, message style or whether comparative peer achievement was included or not. These findings indicate that grade level has the largest impact on both affect and academic resilience. The failure of message and sender characteristics to impact on activities that promote self-regulated learning suggests we need to look beyond these characteristics of individual messages to identify drivers of engaging students in self-regulated learning.
机译：学习分析功能可通过仪表板，报告和警报向学生提供自动反馈。潜在的未经测试的假设是，提供分析将足以改善自我调节的学习。在反馈接收框架内，我们开始通过检查学习分析消息对学生情感和学术弹性的影响来测试这一假设。 320名大学生完成了一项在线调查，并得到了三个随机分配的学习分析警报（高分，及格和不及格分数）。多变量方差分析表明，年级水平之间存在显着差异（较大的影响），与“通过”或“失败”警报相比，对“高区别”警报的反应具有更高的积极影响和更低的应变能力。在每个假设的年级水平内，学生的情感和学业抵御能力均没有差异。基于反馈发件人，消息样式或是否包括对等成就的系统变化。这些发现表明，年级对情感和学术适应力的影响最大。信息和发送者特征的失败对促进自我调节学习的活动的影响表明，我们需要超越单个信息的这些特征，以识别促使学生参与自我调节学习的驱动力。

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