Abstract
The emerging field of Learning Analytics (LA) promises to provide teachers with all types of data gathered real-time during lessons. This data could support teachers during differentiated instruction. A potential pitfall of providing teachers with such data on a screen-based dashboard, is information overload: comprehending the overload of information might decrease the valuable time available to attend to students. We present a pilot study in which data from Learning Analytics is provided to two secondary school teachers by means of an ambient display, called Lernanto. Semi-structured interviews, after a ten-week testing period, reveal that immediate access to learning analytics through an ambient display, next to using a LA dashboard, could result in teachers being able to distribute their attention more efficiently during lessons.
| Original language | English |
|---|---|
| Title of host publication | CHI 2016 Extended Abstracts on Human Factors in Computing Systems |
| Publisher | Association for Computing Machinery, Inc. |
| Pages | 2334-2340 |
| ISBN (Electronic) | 978-1-4503-4082-3 |
| DOIs | |
| Publication status | Published - 2016 |
| Event | 34th Annual ACM Conference on Human Factors in Computing Systems, CHI 2016 - San Jose, United States Duration: 7 May 2016 → 12 May 2016 Conference number: 34 https://chi2016.acm.org/wp https://chi2016.acm.org/wp |
Conference
| Conference | 34th Annual ACM Conference on Human Factors in Computing Systems, CHI 2016 |
|---|---|
| Abbreviated title | CHI 2016 |
| Country/Territory | United States |
| City | San Jose |
| Period | 7/05/16 → 12/05/16 |
| Internet address |