https://orcid.org/0000-0002-0169-6586
![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
Despite the widespread implementation of learning analytics (LA)-based feedback systems, there exists a gap in empirical investigations regarding their influence on learning outcomes. Moreover, existing research primarily focuses on individual differences, such as self-regulation and motivation, overlooking the potential of feedback literacy (FL). FL, an emerging skill set, goes beyond comprehending feedback; it entails effectively applying feedback to enhance the learning experience. This study aims to investigate the impact of LA-based feedback on knowledge acquisition and transfer, specifically focusing on the role of FL. Ninety-five students participated in a quasi-experimental design with three feedback conditions: Process feedback with FL practice, Process feedback only, and Outcome feedback. The study utilized a learning environment with an LA dashboard and prompting features. Participants underwent pre-tests and post-tests evaluating their knowledge acquisition and transfer related to effective instructional methodologies for online teaching. The study shows that LA-based process feedback enhances knowledge transfer but not acquisition. Notably, FL moderates this impact, emphasizing its crucial role in maximizing LA-based feedback benefits. The study underscores the importance of prioritizing FL development in educational institutions. The study offers valuable insights into LA, FL, and learning outcomes, guiding informed and customized feedback practices in education.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Funding
Notes on contributors
Mustafa Tepgec
Mustafa Tepgec completed his Ph.D. in educational technology, with a focus on the design of learning analytics dashboards. His research interests include learning analytics, educational data mining, feedback, and workplace learning. Over six years, he worked as a research assistant at two different public universities, significantly contributing to his field. Currently, Dr. Tepgeç manages the development of a digital learning platform and its associated training and development programs, which are used by employees across all public institutions in his country. He has also engaged in research activities at the Business School of the University of Mannheim in Germany. Dr. Tepgeç has published articles, book chapters, and conference presentations on learning analytics and feedback.
Joana Heil
Joana Heil is a PhD candidate at the Chair of Learning, Design and Technology at the University of Mannheim. She received a BA in educational science/education management at the Albert-Ludwigs- University Freiburg and a MSc in cognitive science with a focus on artificial intelligence and computational linguistics at the University of Osnabru¨ck. Her main research interests lie in the fields of online assessment, learning analytics, and adaptive feedback.
Dirk Ifenthaler
Dirk Ifenthaler is a Professor and Chair of Learning, Design and Technology at the University of Mannheim, Germany, and UNESCO Co-Chair on Data Science in Higher Education Learning and Teaching at Curtin University, Australia. Dirk’s research focuses on the intersection of cognitive psychology, educational technology, data analytics, and organisational learning. He received an honorary doctorate in educational science (doctor honoris causa) from the University of Eastern Finland in 2024. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities, Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA. At the University of Latvia, Latvia, he was involved in the Faculty of Education, Psychology and Art as a Visiting Senior Researcher. In 2023, Dirk was a Visiting Professor in the Dipartimento di Pedagogia, Psicologia, Filosofia at the University of Cagliari, Italy. Dirk Ifenthaler is the Editor-in-Chief of the Technology, Knowledge and Learning and Editor-in-Chief of Educational Technology & Society.