Despite the potential of learning analytics for personalized learning, it has seldom been used to support collaborative learning particularly in face-to-face (F2F) learning contexts. This study aims to use learning analytics to develop a dashboard system that provides adaptive support for F2F collaborative argumentation (FCA). This study developed two types of dashboards for students and an instructor, which enabled students to monitor their FCA process through adaptive feedback and helped an instructor to provide adaptive support at the right time. The effectiveness of the dashboards was examined in a university class with 88 students (56 females, 32 males) for four weeks. The dashboards significantly improved the FCA process and outcomes. The dashboards encouraged students to actively participate in FCA and create high-quality group arguments. In addition, students had a positive attitude toward the dashboard and perceived it as useful and easy to use. These findings indicate that learning analytics dashboards can be useful in improving collaborative learning through adaptive feedback and support. This study provides suggestions on how to design a dashboard for adaptive support in F2F learning contexts using learning analytics.

中文翻译：

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学习分析仪表板，用于面对面协作论证中的自适应支持

尽管学习分析具有个性化学习的潜力，但它很少用于支持协作学习，尤其是在面对面 (F2F) 学习环境中。本研究旨在使用学习分析来开发仪表板系统，为 F2F 协作论证 (FCA) 提供自适应支持。本研究为学生和教师开发了两种类型的仪表板，使学生能够通过自适应反馈监控他们的 FCA 过程，并帮助教师在适当的时间提供自适应支持。仪表板的有效性在大学班级进行了为期 4 周的检查，该班级有 88 名学生（56 名女性，32 名男性）。仪表板显着改善了 FCA 流程和结果。仪表板鼓励学生积极参与 FCA 并创建高质量的小组讨论。此外，学生对仪表板持积极态度，认为它有用且易于使用。这些发现表明，学习分析仪表板可用于通过自适应反馈和支持改进协作学习。本研究提供了有关如何使用学习分析在 F2F 学习环境中设计自适应支持仪表板的建议。