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ERIC Number: EJ1007615
Record Type: Journal
Publication Date: 2013-Mar
Pages: 19
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
Factors Influencing Beliefs for Adoption of a Learning Analytics Tool: An Empirical Study
Ali, Liaqat; Asadi, Mohsen; Gasevic, Dragan; Jovanovic, Jelena; Hatala, Marek
Computers & Education, v62 p130-148 Mar 2013
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). (Contains 10 figures and 7 tables.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A