The Effects of LADs with Reference Frames on Students’ Self-Efficacy

Abstract

Abstract Learning analytics can be shown on dashboards (LADs) and provide formative feedback. Students use points of reference to compare their performance to. This study researches LADs using social reference frames and progress reference frames. LADs with social reference frames compare students’ performance to their peers’ performance. LADs with progress reference frames compare students’ performance to their own previous performance. On the LADs, score delta is presented too. This shows students the difference between their score and their point of reference. Research has shown different effects of LADs with different reference frames. More specifically, the effect of LADs with different reference frames on self-efficacy has not yet received much attention. This study has researched the effects of LADs with a progress reference frame and a social reference frame on self-efficacy, the effect of the direction of score delta on self-efficacy, and whether score delta has a moderating effect. No significant results have been found. Previous research has found that LADs with reference frames increase motivation, social anxiety and stress. Possibly, these factors have mediated the effects. Nevertheless, a negative effect has not been found either. This means that the choice of the type reference frame is irrelevant.