There is an increasing trend of learning analytics dashboards (LADs) being used to provide feedback to learners. However, there is little empirical evidence about the influence of their design features on learners' cognitive and affective outcomes, especially in high-anxiety courses such as statistics. To address this gap, this study employed a two-group experimental design applied to an authentic setting to assess the influence of task-value scaffolding in a LAD on learners' anxiety, motivation, and learning performance in an online statistics course. This semester-long experiment was implemented in two instances of the course offering (Fall/2019 and Spring/2020) and involved a total of 146 students. The results showed that task-value scaffolding had a negative impact on learners’ computation anxiety and attitudes towards statistics in comparison to the control group. On the other hand, the treatment had no significant influence on other aspects of statistics anxiety, motivation, and learning outcomes. Taken jointly, these results suggest that the use of task-value scaffolding embedded in LADs can have detrimental effects on learners. More experimental studies are necessary to understand the positive and negative effects of LADs with motivational scaffolding.

使用学习分析仪表板 (LAD) 向学习者提供反馈的趋势越来越大。然而，很少有经验证据表明它们的设计特征对学习者的认知和情感结果的影响，尤其是在统计学等高焦虑课程中。为了弥补这一差距，本研究采用了适用于真实环境的两组实验设计，以评估 LAD 中的任务价值支架对在线统计课程中学习者的焦虑、动机和学习表现的影响。这个为期一学期的实验在课程开设的两个实例（2019 年秋季和 2020 年春季）中实施，共涉及 146 名学生。结果表明，与对照组相比，任务价值支架对学习者的计算焦虑和对统计的态度有负面影响。另一方面，治疗对统计焦虑、动机和学习成果的其他方面没有显着影响。综合来看，这些结果表明使用嵌入 LAD 的任务价值支架会对学习者产生不利影响。需要更多的实验研究来了解具有动机支架的 LAD 的正面和负面影响。这些结果表明，使用嵌入在 LAD 中的任务价值支架会对学习者产生不利影响。需要更多的实验研究来了解具有动机支架的 LAD 的正面和负面影响。这些结果表明，使用嵌入 LAD 中的任务价值支架会对学习者产生不利影响。需要更多的实验研究来了解具有动机支架的 LAD 的正面和负面影响。