Interplay of Factors Influencing Pre-service Teachers’ Intention to Integrate Learning Analytics into Practice

In this study, we investigated the aspects that motivate pre-service teachers to implement Learning Analytics (LA) in their future pedagogical practices. We explored the role of instructional design based on the ICAP framework, the influence of teachers’ existing knowledge about LA and their engagement levels in predicting their readiness to adopt LA-enhanced methods. In addition to testing pre-post effects of the course, we also explored the specific effects of different course elements on their intention to adopt. Drawing on pre- and post and process measures throughout the course, we found that our training course designed for pre-service teachers notably influenced their intentions to implement LA. The application of the ICAP framework to learning episodes fostered pre-service teachers’ active engagement and knowledge acquisition. Our analysis further determined that while different tasks variably affected motivational factors and intended adoption, a strong domain knowledge in LA emerged as a critical predictor of pre-service teachers’ readiness to incorporate LA into their future teaching.