TaBAT: Design and Experimentation of a Learning Analysis Dashboard for Teachers and Learners

Yassine Safsouf, Khalifa Mansouri, Franck Poirier
Journal of Information Technology Education: Research  •  Volume 20  •  2021  •  pp. 331-350

Since the beginning of the COVID-19 pandemic, many countries have adopted online education as an alternative to face-to-face courses. This has increased awareness of the importance of analyzing learning data left by students to improve and evaluate the learning process. This article presents a new tool, named TaBAT, created to work with different LMSs in the form of dashboards accessible online and allowing teachers to monitor the progress of their learners and at the same time allow learners to visualize their learning process.

TaBAT is designed based on the results of our previous research on factors that can influence the success of online learners, where we proposed and statistically validated a model for assessing the success of online learners called e-LSAM (e-Learner Success Assessment Model).

Two studies are presented in this article. The first one is conducted on a group of students from two classes (each composed of two groups) of a higher institute in Morocco, who participated in courses organized in blended learning on the Moodle platform. For each class, one of the two groups had access to the experiment to use the TaBAT tool (exposed group) to analyze the learning traces, while the second group did not have access to the dashboard (control group). The second study aimed to understand the impact of the usage of the TaBAT tool on the two exposed groups.

The purpose of this article is to present a new analysis tool as well as to test this tool and to evaluate its impact on self-regulation and the prediction of academic success and, finally, to see how these students evaluate this tool.

The results of the TaBAT usage demonstrate the effectiveness of the success algorithm, based on our theoretical model e-LSAM. The results also prove that this tool was able to increase the performance of the students of both groups exposed. The general evaluations of the participants also confirmed these results.

The article proposes a tool for institutions to facilitate the monitoring and control of students’ learning process. The tool provides visual information for teachers to study and react to in the educational context and gives students visualizations to promote their self-reflection and increase their performance and academic success.

Generalize the use of the TaBAT tool, incorporating both private and public institutions, in order to confirm the results obtained in this article and at the same time improve the self-regulation and academic success of learners.

information visualization, learning analytics, learning analytical dashboard, self-regulated learning, higher education, e-learning, learners’ success
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