Students’ Perceptions of Adopting Learning Analytics

Learning analytics (LA) refers to the collection, analysis, and presentation of big data to assist teachers in optimising learning conditions. Although LA has made contributions, it still has not met students’ needs because it does not provide sufficient actionable insights that prioritise learning over analytics. Moreover, the degree of LA adoption is still limited, and students and teachers who do adopt LA do not engage with it consistently. Our research aims to examine students’ perspectives of adopting LA. The research question is as follows: “What are students’ learning perceptions and satisfaction under learning analytics-based guidance?” A qualitative study that included interviews and a perception survey was conducted at a university in Greece. The factors that affected the adoption of LA were performance expectancy, feelings, and guidance, according to the findings. Student satisfaction was also high with LA-based guidance. We discuss the implications and future research for students adopting LA.