Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19431
Title: 
Authors: 
Keywords: 
Learning Analytics
Student dashboards
English language
Critical reading
Issue Date: 
2017
Citation: 
Jonathan, C., Tan, J. P.-L., Koh, E., Caleon, I., & Tay, S. H. (2017). Enhancing students’ critical reading fluency, engagement and self-efficacy using self-referenced learning analytics dashboard visualizations. In W. Chen, J.-C. Yang, A. F. Mohd Ayub, S. L. Wong, & A. Mitrovic (Eds.), Proceedings of the 25th International Conference on Computers in Education (pp. 457-462).Retrieved from http://icce2017.canterbury.ac.nz/proceedings_main
Abstract: 
Although learning analytics (LA) dashboard visualizations are increasingly being used to provide feedback to students, literature on the effectiveness of LA dashboards has been inconclusive. To address this, a LA student dashboard visualizing students’ latest data against their own data from previous weeks (i.e., self-referenced data) was designed – informed by Fredrickson’s (2004) broaden-and-build theory, as well as studies highlighting personal best goals (Martin & Elliot, 2016) and the negative effects of peer comparisons
(Corrin & de Barba, 2014). The self-referenced LA student dashboard was implemented and evaluated in a Singapore secondary school as part of a larger study, WiREAD. This paper reports on the quantitative impact of the WiREAD self-referenced LA dashboard visualizations on 15-year-old students’ critical reading fluency, cognitive reading engagement, and English language (EL) self-efficacy, as well as students’ qualitative
feedback on the usefulness and shortcomings of the LA dashboard.
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