Associations between learning analytics dashboard exposure and motivation and self-regulated learning

Learning analytics dashboards (LADs) are intended to give relevant information to students and other stakeholders to inform potential next steps in the learning process. The current study examines the relationship between information indirectly presented through academic advisors' use of LADs, and college students' academic motivation, self-regulated learning, and academic achievement. We modeled how changes in student motivation and self-regulated learning (SRL) were related to what occurred during 1-on-1 meetings with academic advisors during which students had the potential to view representations of their achievement embedded within an Early Warning System (EWS) that visually represented aspects of their academic performance referenced with course averages. Constructs associated with SRL were moderated by advisor-advisee meetings. Results indicated that advisors' use of EWS while they met with students was negatively associated with the rate of decrease of students' reporting of using memorizing strategies but positively related when students' performance was compared to that of their peers. We discuss the moderating effects of students' exposure to visualizations of academic performance on their SRL strategies and academic motivation. This study points to the importance of monitoring the effects of information presented via EWS on motivation and SRL.