Valle Natercia, Antonenko Pavlo, Valle Denis, Sommer Max, Huggins-Manley Anne Corinne, Dawson Kara, Kim Dongho, Baiser Benjamin
University of Florida, Gainesville, FL USA.
Sungkyunkwan University, Seoul, South Korea.
Educ Technol Res Dev. 2021;69(3):1405-1431. doi: 10.1007/s11423-021-09998-z. Epub 2021 May 26.
Based on the achievement goal theory, this experimental study explored the influence of predictive and descriptive learning analytics dashboards on graduate students' motivation and statistics anxiety in an online graduate-level statistics course. Participants were randomly assigned into one of three groups: (a) predictive dashboard, (b) descriptive dashboard, or (c) control (i.e., no dashboard). Measures of motivation and statistical anxiety were collected in the beginning and the end of the semester via the Motivated Strategies for Learning Questionnaire and Statistical Anxiety Rating Scale. Individual semi-structured interviews were used to understand learners' perceptions of the course and whether the use of the dashboards influenced the meaning of their learning experiences. Results indicate that, compared to the control group, the predictive dashboard significantly reduced learners' interpretation anxiety and had an effect on intrinsic goal orientation that depended on learners' lower or higher initial levels of intrinsic goal orientation. In comparison to the control group, both predictive and descriptive dashboards reduced worth of anxiety (negative attitudes towards statistics) for learners who started the course with higher levels of worth anxiety. Thematic analysis revealed that learners who adopted a more performance-avoidance goal orientation approach demonstrated higher levels of anxiety regardless of the dashboard used.
The online version contains supplementary material available at 10.1007/s11423-021-09998-z.
基于成就目标理论，本实验研究探讨了预测性和描述性学习分析仪表盘对在线研究生水平统计学课程中研究生的动机和统计焦虑的影响。参与者被随机分配到三组中的一组：（a）预测性仪表盘组，（b）描述性仪表盘组，或（c）对照组（即无仪表盘组）。通过学习动机策略问卷和统计焦虑评定量表在学期初和学期末收集动机和统计焦虑的测量数据。采用个体半结构化访谈来了解学习者对课程的看法，以及仪表盘的使用是否影响了他们学习体验的意义。结果表明，与对照组相比，预测性仪表盘显著降低了学习者的解释焦虑，并对内在目标导向产生了影响，这种影响取决于学习者较低或较高的初始内在目标导向水平。与对照组相比，对于以较高价值焦虑水平开始课程的学习者，预测性和描述性仪表盘都降低了价值焦虑（对统计学的消极态度）。主题分析表明，无论使用何种仪表盘，采用更多成绩回避目标导向方法的学习者表现出更高水平的焦虑。
在线版本包含可在10.1007/s11423-021-09998-z获取的补充材料。
