Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: transparency of design, reference frames and support for action. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant effect only on the perceived relevance of reference frames. Knowing which factors influence students' sense-making will lead to more inclusive and flexible designs that will cater to the needs of both novice and expert learners.

利益相关者的不平等参与是高等教育中采用学习分析方法的普遍陷阱，导致购买率降低和工具缺陷，无法满足目标群体的需求。在做出每个设计决定时，我们都会假设学习者将如何理解视觉效果，但对于学生如何理解仪表板以及哪些方面会影响他们的感知，我们知之甚少。我们研究了一种混合方法研究方法之后的学习者目标和自我调节学习（SRL）技能如何影响仪表板的感觉：定性的预研究跟进，对247名大学生进行了广泛的定量研究。我们发现了三个有意义的潜在变量：设计的透明度，参考框架和支持行动。SRL技能是相关学生如​​何找到这些构想的预测指标。学习者的目标仅对参考框架的感知相关性有重大影响。知道哪些因素会影响学生的感性，将导致更具包容性和灵活性的设计，以满足新手和专业学习者的需求。