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Higher Education Students' Value Tensions and Alignments with a Learning Analytics Dashboard: A Comparative Study between Disciplines with Epistemic Network Analysis

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Title: Higher Education Students' Value Tensions and Alignments with a Learning Analytics Dashboard: A Comparative Study between Disciplines with Epistemic Network Analysis
Language: English
Authors: Egle Gedrimiene (ORCID 0000-0003-2586-2582), Ismail Celik (ORCID 0000-0002-5027-8284), Anni Silvola (ORCID 0000-0002-2191-2194), Hanni Muukkonen
Source: British Journal of Educational Technology. 2026 57(2):535-558.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Technology Uses in Education, Educational Technology, Learning Analytics, Use Studies, Epistemology, Network Analysis, Academic Achievement, Self Determination, Stimulation, Well Being, Preservice Teachers, Values
DOI: 10.1111/bjet.70033
ISSN: 0007-1013
1467-8535
Abstract: Data and algorithm driven technologies designed to support teaching and learning activities have raised intense debate on ethics. Specifically, learning analytics (LA) have been criticized for the lack of students' involvement and disconnection from the learning context. The current study addresses this gap by investigating higher education students' (N = 12) use of an LA dashboard from a value perspective. Semi-structured interviews were conducted with students from two different disciplines. We performed a content analysis relying on two frameworks. A value-sensitive design was employed as an approach to study value tensions and alignments for students as users of LA, and Schwartz's theory of basic values worked as a framework for the analysis. Further, an epistemic network analysis was utilized for revealing the interconnections of value alignments and tensions in a student group comparison (teacher education vs. information technology). The results indicated that utilizing the LA dashboard was connected to achievement, self-direction, stimulation and well-being considerations. The use of the LA dashboard facilitated both positive and negative student experiences, indicating value tensions and alignments. Teacher education students experienced greater intensity and various value tensions compared to information technology students. Especially the LA dashboard support for peer competition and a lack of concern for students' well-being were highlighted. The results suggest the need to better align the development of LA tools with the values of teacher education students. The results also point to the need for recognizing the interplay of values and LA tool designs for different learning contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496164
Database: ERIC
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  Data: Higher Education Students' Value Tensions and Alignments with a Learning Analytics Dashboard: A Comparative Study between Disciplines with Epistemic Network Analysis
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  Data: <searchLink fieldCode="AR" term="%22Egle+Gedrimiene%22">Egle Gedrimiene</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2586-2582">0000-0003-2586-2582</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ismail+Celik%22">Ismail Celik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5027-8284">0000-0002-5027-8284</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anni+Silvola%22">Anni Silvola</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2191-2194">0000-0002-2191-2194</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hanni+Muukkonen%22">Hanni Muukkonen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Technology%22"><i>British Journal of Educational Technology</i></searchLink>. 2026 57(2):535-558.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Analytics%22">Learning Analytics</searchLink><br /><searchLink fieldCode="DE" term="%22Use+Studies%22">Use Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Network+Analysis%22">Network Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Stimulation%22">Stimulation</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink>
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  Data: 10.1111/bjet.70033
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  Data: 0007-1013<br />1467-8535
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  Label: Abstract
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  Data: Data and algorithm driven technologies designed to support teaching and learning activities have raised intense debate on ethics. Specifically, learning analytics (LA) have been criticized for the lack of students' involvement and disconnection from the learning context. The current study addresses this gap by investigating higher education students' (N = 12) use of an LA dashboard from a value perspective. Semi-structured interviews were conducted with students from two different disciplines. We performed a content analysis relying on two frameworks. A value-sensitive design was employed as an approach to study value tensions and alignments for students as users of LA, and Schwartz's theory of basic values worked as a framework for the analysis. Further, an epistemic network analysis was utilized for revealing the interconnections of value alignments and tensions in a student group comparison (teacher education vs. information technology). The results indicated that utilizing the LA dashboard was connected to achievement, self-direction, stimulation and well-being considerations. The use of the LA dashboard facilitated both positive and negative student experiences, indicating value tensions and alignments. Teacher education students experienced greater intensity and various value tensions compared to information technology students. Especially the LA dashboard support for peer competition and a lack of concern for students' well-being were highlighted. The results suggest the need to better align the development of LA tools with the values of teacher education students. The results also point to the need for recognizing the interplay of values and LA tool designs for different learning contexts.
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        Value: 10.1111/bjet.70033
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      – Text: English
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        PageCount: 24
        StartPage: 535
    Subjects:
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Educational Technology
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      – SubjectFull: Learning Analytics
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      – SubjectFull: Use Studies
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      – SubjectFull: Epistemology
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      – SubjectFull: Network Analysis
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Self Determination
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      – SubjectFull: Stimulation
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      – SubjectFull: Well Being
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Values
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