Factors influencing beliefs for adoption of a learning analytics tool: An empirical study

• Published in: Computers and education Vol. 62; pp. 130 - 148
• Main Authors: Ali, Liaqat, Asadi, Mohsen, Gašević, Dragan, Jovanović, Jelena, Hatala, Marek
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.03.2013; Elsevier
• Subjects: Adoption (Ideas); Computer Uses in Education; E-learning; Educational Technology; Feedback; Internet; LAAM; Learning analytics; Learning Processes; Ontologies; Pedagogical Content Knowledge; quantitative evaluation; Research and Development; Teacher Attitudes; Ontologies; E-learning; Learning analytics; LAAM; Feedback; quantitative evaluation
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2012.10.023

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). ► Gives empirically validated models of the factors influencing tool adoption beliefs. ► Those engaged in teaching are better placed to internalize perceived tool utilities. ► Users appreciate tools that provide some hints on how to improve online courses. ► No significant relationship between ease-of-use belief and intention is observed.