Learning dashboards: an overview and future research opportunities

By Katrien Verbert, Sten Govaerts, Erik Duval, José Luís Santos, F. Assche, Gonzalo Parra, Joris Klerkx. Personal and Ubiquitous Computing, 2013

484 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/a9fddccdc03fcf578dbbb89820ab9f4890579bf5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

1. Dragan Gasevic
2. Shane Dawson
3. Pierre Dillenbourg
4. Dirk Ifenthaler
5. D. Carless
6. George Siemens
7. Alejandro Peña Ayala

In Developmental and Educational Psychology

1. Wannisa Matcha
2. Shane Dawson
3. Jelena Jovanovic
4. Denis Gillet
5. Nora'ayu Ahmad Uzir
6. Pierre Dillenbourg
7. Abelardo Pardo
8. Negin Mirriahi

In Information Systems

1. Wannisa Matcha
2. Shane Dawson
3. Nora'ayu Ahmad Uzir
4. Pierre Dillenbourg
5. Abelardo Pardo
6. Dragan Gasevic

Citations in the corpus

• What Do We Talk About When We Talk About Dashboards? (2019, background): “, [51, 57, 58, 64]) and personal behavior tracking dashboards (e.”
• A Systematic Review of Empirical Studies on Learning Analytics Dashboards: A Self-Regulated Learning Perspective (2020, background): “Although it has some similarities with the review reported by Verbert et al. [16], the Schwendimann et al. review additionally scrutinized the types of indicators presented in individual dashboards into six broad groups and categorized the types of visualization used in LADs.”
• Perceiving Learning at a Glance: A Systematic Literature Review of Learning Dashboard Research (2017, background): “papers or general reflections about learning dashboards in the areas of Learning Analytics or Educational Data Mining (namely: [1], [13], [14], [16], [17], [18], [19], [20]).”
• Using learning analytics to scale the provision of personalised feedback (2019, methodology): “The information derived from these models is either made available to instructors, or directly shown to the students in the form of different LA dashboards (Verbert et al., 2014) to support reflection (Krumm, Waddington, Teasley, & Lonn, 2014; Tanes, Arnold, King, & Remnet, 2011).”
• Features students really expect from learning analytics (2016, background): “Currently, learning analytics features are investigated in terms of visualizations and dashboard elements or their technical possibilities (Verbert, Duval, Klerkx, Govaerts, & Santos, 2013; Verbert et al., 2014).”