To use or not to use learning data: A survey study to explain German primary school teachers’ usage of data from digital learning platforms for purposes of individualization

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@article{ef142e6fb54a4bb9855d71322d3d362a,
title = "To use or not to use learning data: A survey study to explain German primary school teachers{\textquoteright} usage of data from digital learning platforms for purposes of individualization",
abstract = " Digital learning platforms (DLP) provide various types of information about student learning when used for learning and practice. This learning data holds potential for individualized instruction, which has become increasingly necessary for adequately addressing learners{\textquoteright} individual needs. For primary schools in particular, this is important for developing inclusive schools. However, despite the potential of DLP and the learning data that can be obtained from them, they are rarely used by teachers. Furthermore, little is known about factors that lead teachers to use learning data for instruction and individual support. To address this research gap, we conducted an online cross-sectional survey study of N = 272 primary school teachers in Germany. After describing the respondents{\textquoteright} current and previous usage of learning data from DLP, we used structural equation modeling (SEM) to test the influence of predictors on respondents{\textquoteright} intention to use as well as their usage of learning data from DLP. Finally, we discuss the need for increased usage of learning data in teacher education and training, contributing to ongoing debates about the usage of digital learning data in educational research and practice. ",
keywords = "Psychology, Educational science, Data-Based Decision Making, digital learning platforms, individualization, Learning Analytics, primary school teacher, structural equation modeling, Theory of Planned Behavior",
author = "Hase, {Alina Kristin} and Leonie Kahnbach and Poldi Kuhl and Dirk Lehr",
note = "Publisher Copyright: Copyright {\textcopyright} 2022 Hase, Kahnbach, Kuhl and Lehr.",
year = "2022",
month = aug,
day = "18",
doi = "10.3389/feduc.2022.920498",
language = "English",
volume = "7",
journal = "Frontiers in Education",
issn = "2504-284X",
publisher = "Frontiers Research Foundation",

}

RIS

TY - JOUR

T1 - To use or not to use learning data

T2 - A survey study to explain German primary school teachers’ usage of data from digital learning platforms for purposes of individualization

AU - Hase, Alina Kristin

AU - Kahnbach, Leonie

AU - Kuhl, Poldi

AU - Lehr, Dirk

N1 - Publisher Copyright: Copyright © 2022 Hase, Kahnbach, Kuhl and Lehr.

PY - 2022/8/18

Y1 - 2022/8/18

N2 - Digital learning platforms (DLP) provide various types of information about student learning when used for learning and practice. This learning data holds potential for individualized instruction, which has become increasingly necessary for adequately addressing learners’ individual needs. For primary schools in particular, this is important for developing inclusive schools. However, despite the potential of DLP and the learning data that can be obtained from them, they are rarely used by teachers. Furthermore, little is known about factors that lead teachers to use learning data for instruction and individual support. To address this research gap, we conducted an online cross-sectional survey study of N = 272 primary school teachers in Germany. After describing the respondents’ current and previous usage of learning data from DLP, we used structural equation modeling (SEM) to test the influence of predictors on respondents’ intention to use as well as their usage of learning data from DLP. Finally, we discuss the need for increased usage of learning data in teacher education and training, contributing to ongoing debates about the usage of digital learning data in educational research and practice.

AB - Digital learning platforms (DLP) provide various types of information about student learning when used for learning and practice. This learning data holds potential for individualized instruction, which has become increasingly necessary for adequately addressing learners’ individual needs. For primary schools in particular, this is important for developing inclusive schools. However, despite the potential of DLP and the learning data that can be obtained from them, they are rarely used by teachers. Furthermore, little is known about factors that lead teachers to use learning data for instruction and individual support. To address this research gap, we conducted an online cross-sectional survey study of N = 272 primary school teachers in Germany. After describing the respondents’ current and previous usage of learning data from DLP, we used structural equation modeling (SEM) to test the influence of predictors on respondents’ intention to use as well as their usage of learning data from DLP. Finally, we discuss the need for increased usage of learning data in teacher education and training, contributing to ongoing debates about the usage of digital learning data in educational research and practice.

KW - Psychology

KW - Educational science

KW - Data-Based Decision Making

KW - digital learning platforms

KW - individualization

KW - Learning Analytics

KW - primary school teacher

KW - structural equation modeling

KW - Theory of Planned Behavior

UR - https://www.mendeley.com/catalogue/a0830a45-8b38-341e-a9c7-a683f7bc5d9e/

UR - http://www.scopus.com/inward/record.url?scp=85137775237&partnerID=8YFLogxK

U2 - 10.3389/feduc.2022.920498

DO - 10.3389/feduc.2022.920498

M3 - Journal articles

VL - 7

JO - Frontiers in Education

JF - Frontiers in Education

SN - 2504-284X

M1 - 920498

ER -

DOI