The effect of learning analytics-based interventions in mobile learning on students' academic achievements, self-regulated learning skills, and motivations

Abstract

This study examines the effects of using learning analytics (LA) in a mobile-based learning setting on students' self-regulated learning (SRL) skills, motivations, and academic achievements. For this objective, a mobile-based learning setting has been designed within the scope of the research, and LA and student data have been analyzed. The study was conducted on forty-nine university students at a state university in Eastern Europe taking a computer I course. While twenty-four students formed the control group, twenty-five students formed the experimental group of the research using random allocation. The control and experimental groups received education in mobile-based learning settings for one academic term. While the experimental group students have been given weekly LA about their learning behavior in the mobile-based learning setting as feedback, LA feedback has not been sent to the control group students. The research has been envisaged as an experimental design. The quantitative data have been collected through the SRL scale, personal information form, motivation scale, and academic achievement test. In conclusion, it has been observed that providing LA feedback with students in a mobile learning setting has created a statistically significant difference in SRL skills and academic achievement in favor of the experimental group students. Nevertheless, there was no statistical difference between experimental and control group students regarding motivation toward the lesson. Based on the research findings, what can be done in the design, use, and evaluation of feedback messages for LA-based interventions to be made to students in mobile learning environments has been discussed. It has been evaluated how LA-based interventions should be made in the context of universal access and design. In line with the findings obtained from the research, various suggestions were made for researchers and teachers regarding the educational use of LA-based interventions.