The effect of learning analytics assisted recommendations and guidance feedback on students' metacognitive awareness and academic achievements

Abstract

This research examined the effect of learning analytics (LA) on students' metacognitive awareness and academic achievement in an online learning environment. In this study, a mixed methods approach was used and applied as a quasi-experimental design. The results of LA were sent to students weekly in LA group (experimental group) via learning system. The LA was not sent to the non-LA group (control group). The quantitative data of the research were obtained through the metacognitive awareness inventory and academic achievement test used as pretest and posttest. A semi-structured student opinion form was used to find out the students' opinions about the learning environment and LA. The research was conducted within the scope of the Computing course and lasted 12 weeks. The results showed that LA assisted recommendations and guidance feedback had a significant effect on students' metacognitive awareness and academic achievement. The qualitative findings revealed that LA are useful for increasing participants' metacognitive awareness and academic achievement. In line with the findings, various suggestions were made for instructors, instructional designers and researchers in the design and management of online learning environments.