ABSTRACT

In this research, the effect of the use of learning analytics (LA) based feedback as a metacognitive tool on the learners’ transactional distance and motivation was examined. The research was carried out according to experimental design and was carried out on 81 university students. The students were randomly assigned to the experimental and control groups. While the students in the experimental group were provided feedback on the weekly LA results, no feedback was provided to the students in the control group about the LA results. Research data were obtained through transactional distance scale and motivated strategies for learning questionnaire. The results of the study showed that providing metacognitive feedback support to learners about LA results has an effect on decreasing transactional distance and increasing motivation. In line with the results of the research, various suggestions were given for researchers, teachers and instructional designers.

摘要

在这项研究中，研究了使用基于学习分析 (LA) 的反馈作为元认知工具对学习者的交易距离和动机的影响。该研究是根据实验设计进行的，对 81 名大学生进行了研究。学生被随机分配到实验组和控制组。虽然实验组的学生收到了每周 LA 结果的反馈，但没有向对照组的学生提供有关 LA 结果的反馈。研究数据是通过交易距离量表和学习问卷的动机策略获得的。研究结果表明，向学习者提供关于 LA 结果的元认知反馈支持对减少交易距离和增加动机有影响。