学习分析仪表盘真的促进自我调节学习了吗?——基于24项实验与准实验的元分析

Study on Impact of Learning Analytics Dashboard on Self-regulated Learning?—A Meta-analysis Based on 24 Experimental and Quasi-experimental Studies

学习分析仪表盘作为可视化反馈工具越来越受重视,但它在促进自我调节学习的成效方面仍然存在争议。研究采用元分析方法,对学习分析仪表盘促进自我调节学习进行系统文献分析。纳入的24项实验分析表明:学习分析仪表盘对自我调节学习有正向促进作用,合并效应值为0.415。研究进一步从实验特征、表征形式和设计依据三个维度进行深入的调节变量分析,结果表明:实验时长、环境和对象等实验特征并不影响学习分析仪表盘对自我调节学习的促进效果,但学习分析仪表盘的内容、形式、挖掘程度以及是否有理论基础都会对促进效果产生影响。基于此,研究从教育教学融合视角,建议学习分析仪表应强化与教学理论的联结,形成平衡认知负荷,兼顾数据素养的设计原则,为提升自我调节学习提供有效支持。

Learning analytics dashboards are increasingly valued as visual feedback tools,but their effectiveness in facilitating self-regulated learning remains controversial.This study employs a meta-analytic approach to conduct a systematic literature analysis of learning analytics dashboards for promoting self-regulated learning.The analysis of 24 included experiments demonstrates that the learning analytics dashboard has a positive facilitative effect on self-regulated learning,with a combined effect value of 0.415.An in-depth moderating variable analysis is conducted in three dimensions:experimental characteristics,representational form,and design rationale.The results show that experimental characteristics such as length of experiment,environment,and subjects do not affect the facilitation effect of learning analytics dashboards on self-regulated learning.However,the content,format,degree of tapping,and the presence of theoretical bases of learning analytics dashboards all have an impact on the facilitation effect.Based on these findings,this study suggests that learning analytics dashboards should strengthen the linkage with pedagogical theories from the perspective of education and teaching integration,and form the design principles that balance cognitive load and take into account data literacy to provide effective support for enhancing self-regulated learning.