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This study examined the effect of a Learning Analytics Dashboard (LAD) on metacognitive activities in self-directed learning environments. We developed a LAD system that visualizes detailed video clickstream analysis and quiz results to support learners’ self-reflection. Through qualitative analysis using questionnaires and interviews, we conducted a one-month experiment with six first-year university students learning linear algebra, measuring metacognitive activities with the Metacognitive Awareness Inventory (MAI).

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Exploring the Efficacy of Learning Analytics Dashboards for Metacognitive Activity Support in Self-learning

  • 会议论文

  • 发表日期：

    2026年

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  • Koki Saitoh,
  • Chiemi Watanabe,
  • Kouhei Kikuchi

摘要

This study examined the effect of a Learning Analytics Dashboard (LAD) on metacognitive activities in self-directed learning environments. We developed a LAD system that visualizes detailed video clickstream analysis and quiz results to support learners’ self-reflection. Through qualitative analysis using questionnaires and interviews, we conducted a one-month experiment with six first-year university students learning linear algebra, measuring metacognitive activities with the Metacognitive Awareness Inventory (MAI).