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Using Learning Analytics to Support Self-Regulated Learning in Primary Education -- A Learning Design Perspective

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Title: Using Learning Analytics to Support Self-Regulated Learning in Primary Education -- A Learning Design Perspective
Language: English
Authors: Teija Paavilainen (ORCID 0000-0001-8545-6485), Sonsoles López-Pernas (ORCID 0000-0002-9621-1392), Sanna Väisänen (ORCID 0000-0002-2981-912X), Sini Kontkanen (ORCID 0000-0002-3026-4037), Laura Hirsto (ORCID 0000-0002-8963-3036)
Source: Technology, Knowledge and Learning. 2025 30(3):1299-1319.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Learning Analytics, Independent Study, Elementary Education, Instructional Design, Decision Making, Sequential Approach, Blended Learning, Learning Management Systems, Visualization, Elementary School Students, Accuracy, Learning Processes
DOI: 10.1007/s10758-024-09808-4
ISSN: 2211-1662
2211-1670
Abstract: In digitalized learning processes, learning analytics (LA) can help teachers make pedagogically sound decisions and support pupils' self-regulated learning (SRL). However, research on the role of the pedagogical dimensions of learning design (LD) in influencing the possibilities of LA remains scarce. Primary school presents a unique LA context characterized by blended learning environments and pupils' various abilities to regulate their learning, underscoring teachers' vital importance. This study explores how pedagogically diverse LDs influence pupils' SRL behaviors and learning management system (LMS) usage, as well as how this is reflected in LA visualizations. Two LDs were designed and implemented in two primary school classes of fifth (n = 30) and sixth (n = 22) graders within authentic pedagogical and technological contexts. We used sequence analysis to examine the pupils' SRL actions during LDs, using LMS log data and observation data to contextualize these actions. The results show that LA offers less accurate feedback in more open, collaborative LDs as pupils tend to rely less on the LMS to regulate their learning. Furthermore, the teacher powerfully influences LMS usage in blended primary school classrooms. To maximize the potential of using LA to support SRL, its design needs to be grounded in the LD through an understanding of how the regulation of learning is promoted in diverse learning processes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482328
Database: ERIC
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  Data: Using Learning Analytics to Support Self-Regulated Learning in Primary Education -- A Learning Design Perspective
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  Data: <searchLink fieldCode="AR" term="%22Teija+Paavilainen%22">Teija Paavilainen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8545-6485">0000-0001-8545-6485</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sonsoles+López-Pernas%22">Sonsoles López-Pernas</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9621-1392">0000-0002-9621-1392</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sanna+Väisänen%22">Sanna Väisänen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2981-912X">0000-0002-2981-912X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sini+Kontkanen%22">Sini Kontkanen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3026-4037">0000-0002-3026-4037</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+Hirsto%22">Laura Hirsto</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8963-3036">0000-0002-8963-3036</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Technology%2C+Knowledge+and+Learning%22"><i>Technology, Knowledge and Learning</i></searchLink>. 2025 30(3):1299-1319.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Learning+Analytics%22">Learning Analytics</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+Approach%22">Sequential Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Visualization%22">Visualization</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink>
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  Data: 10.1007/s10758-024-09808-4
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  Data: 2211-1662<br />2211-1670
– Name: Abstract
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  Data: In digitalized learning processes, learning analytics (LA) can help teachers make pedagogically sound decisions and support pupils' self-regulated learning (SRL). However, research on the role of the pedagogical dimensions of learning design (LD) in influencing the possibilities of LA remains scarce. Primary school presents a unique LA context characterized by blended learning environments and pupils' various abilities to regulate their learning, underscoring teachers' vital importance. This study explores how pedagogically diverse LDs influence pupils' SRL behaviors and learning management system (LMS) usage, as well as how this is reflected in LA visualizations. Two LDs were designed and implemented in two primary school classes of fifth (n = 30) and sixth (n = 22) graders within authentic pedagogical and technological contexts. We used sequence analysis to examine the pupils' SRL actions during LDs, using LMS log data and observation data to contextualize these actions. The results show that LA offers less accurate feedback in more open, collaborative LDs as pupils tend to rely less on the LMS to regulate their learning. Furthermore, the teacher powerfully influences LMS usage in blended primary school classrooms. To maximize the potential of using LA to support SRL, its design needs to be grounded in the LD through an understanding of how the regulation of learning is promoted in diverse learning processes.
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        Value: 10.1007/s10758-024-09808-4
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      – SubjectFull: Independent Study
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      – SubjectFull: Elementary Education
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      – SubjectFull: Instructional Design
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      – SubjectFull: Decision Making
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Learning Processes
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