Abstract

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).

Citation

Ali, L., Asadi, M., Gašević, D., Jovanović, J. & Hatala, M. (2013). Factors influencing beliefs for adoption of a learning analytics tool: An empirical study. Computers & Education, 62(1), 130-148. Elsevier Ltd. Retrieved September 20, 2023 from https://www.learntechlib.org/p/132242/.

Keywords

• 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