Number
813
Name
Learners' engagement with analytics dashboards: if you build them will they come?
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Michele Knoll Watson, Medical University of South Carolina
Brandon Brown, Medical University of South Carolina
Joe Blumer, Medical University of South Carolina
Elizabeth Smith, Medical University of South Carolina
Donna Kern, Medical University of South Carolina
Presentation Topic(s)
Technology and Innovation
Description
PURPOSE:
Learning analytics dashboards (LADs) provide data visualizations that
enable learners to monitor, self-assess, and calibrate their performance.
Faculty coaches can help learners interpret performance indicators and foster
learners’ abilities to translate insights into growth-oriented plans that
advance learning. LADs are technological tools to support the development of
lifelong learning skills described by the Master Adaptive Learner model and
drive personalized interventions through precision education. This evaluates
use of data-driven dashboards by medical students and coaches.
METHODS:
A PowerBI-integrated LAD that includes quantitative assessment data from
medical knowledge examinations completed in the preclerkship phase of the
curriculum was created for students and faculty coaches. Faculty and student
development sessions used the assessment for learning framework emphasizing
active engagement with data as a tool for learning and a foundation for
coaching conversations. The LAD was then made available to fourth semester
medical students who had previously received coaching without dashboards.
RESULTS:
Initial use was evaluated to examine frequency and patterns of engagement.
For the Class of 2027, 64% (N=117) of students opened the dashboard within
the first month of release, viewing it an average of 9.30 times. 80% of
students (N=37) in the top quartile viewed the dashboard at least once
compared to 42% of those in the last quartile (N=19), with a statistically
significant difference in mean views (9.24 vs. 2.62, respectively;
p<.0001). 70% (N=12) of faculty coaches viewed the aggregate data page at
least once during this time period with a mean of 18.67 views.
CONCLUSION:
Internal and external factors may impact stakeholders use, engagement, and
trust in LADs. Providing opportunities and input as additional assessment
data and AI tools are incorporated in the LAD will likely enhance buy-in.
Future studies will explore motivational, emotional, cognitive, relationship,
and programmatic factors that may impact utility and learning goals of LADs.
Learning analytics dashboards (LADs) provide data visualizations that
enable learners to monitor, self-assess, and calibrate their performance.
Faculty coaches can help learners interpret performance indicators and foster
learners’ abilities to translate insights into growth-oriented plans that
advance learning. LADs are technological tools to support the development of
lifelong learning skills described by the Master Adaptive Learner model and
drive personalized interventions through precision education. This evaluates
use of data-driven dashboards by medical students and coaches.
METHODS:
A PowerBI-integrated LAD that includes quantitative assessment data from
medical knowledge examinations completed in the preclerkship phase of the
curriculum was created for students and faculty coaches. Faculty and student
development sessions used the assessment for learning framework emphasizing
active engagement with data as a tool for learning and a foundation for
coaching conversations. The LAD was then made available to fourth semester
medical students who had previously received coaching without dashboards.
RESULTS:
Initial use was evaluated to examine frequency and patterns of engagement.
For the Class of 2027, 64% (N=117) of students opened the dashboard within
the first month of release, viewing it an average of 9.30 times. 80% of
students (N=37) in the top quartile viewed the dashboard at least once
compared to 42% of those in the last quartile (N=19), with a statistically
significant difference in mean views (9.24 vs. 2.62, respectively;
p<.0001). 70% (N=12) of faculty coaches viewed the aggregate data page at
least once during this time period with a mean of 18.67 views.
CONCLUSION:
Internal and external factors may impact stakeholders use, engagement, and
trust in LADs. Providing opportunities and input as additional assessment
data and AI tools are incorporated in the LAD will likely enhance buy-in.
Future studies will explore motivational, emotional, cognitive, relationship,
and programmatic factors that may impact utility and learning goals of LADs.
Presentation Tag(s)
Best Student Poster Nominee