Empirical Evaluation of User Models and User-Adapted Systems
User Modeling and User-Adapted Interaction
HICSS '99 Proceedings of the Thirty-Second Annual Hawaii International Conference on System Sciences-Volume 1 - Volume 1
How do practitioners use conceptual modeling in practice?
Data & Knowledge Engineering - Special issue: ER 2004
International Journal of Human-Computer Studies
Adaptive feedback generation to support teachers in web-based distance education
User Modeling and User-Adapted Interaction
Mining LMS data to develop an "early warning system" for educators: A proof of concept
Computers & Education
Adding contextual specificity to the technology acceptance model
Computers in Human Behavior
A fully personalization strategy of E-learning scenarios
Computers in Human Behavior
A qualitative evaluation of evolution of a learning analytics tool
Computers & Education
Getting to know your student in distance learning contexts
EC-TEL'06 Proceedings of the First European conference on Technology Enhanced Learning: innovative Approaches for Learning and Knowledge Sharing
Using student and group models to support teachers in web-based distance education
UM'05 Proceedings of the 10th international conference on User Modeling
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Present research and development offer various learning analytics tools providing insights into different aspects of learning processes. Adoption of a specific tool for practice is based on how its learning analytics are perceived by educators to support their pedagogical and organizational goals. In this paper, we propose and empirically validate a Learning Analytics Acceptance Model (LAAM) of factors influencing the beliefs of educators concerning the adoption a learning analytics tool. In particular, our model explains how the usage beliefs (i.e., ease-of-use and usefulness perceptions) about the learning analytics of a tool are associated with the intention to adopt the tool. In our study, we considered several factors that could potentially affect the adoption beliefs: i) pedagogical knowledge and information design skills of educators; ii) educators' perceived utility of a learning analytics tool; and iii) educators' perceived ease-of-use of a learning analytics tool. By following the principles of Technology Acceptance Model, the study is done with a sample of educators who experimented with a LOCO-Analyst tool. Our study also determined specific analytics types that are primary antecedence of perceived usefulness (concept comprehension and social interaction) and ease-of-use (interactive visualization).