Investigating the effect of learning analytics dashboard intervention on students' pre-class preparation in a flipped learning environment

In the flipped learning model, where classroom activities are assigned as homework and homework activities are conducted as classroom tasks, students' preparation before class is of great importance for effective learning. Although there is extensive research on this model, studies that test interventions aimed at enhancing students' pre-class preparation and success levels are limited. The aim of this study is to examine the impact of a learning analytics dashboard intervention on students' pre-class preparation levels. Additionally, the effect of pre-class preparation on overall academic success was investigated. The study, conducted with a single-group experimental design, involved 43 students enrolled in the Physical Programming course. In the course, structured according to the flipped learning model, students completed out-of-class activities through the Moodle Learning Management System (LMS) and participated in face-to-face classroom activities. Students' interactions with videos required for pre-class preparation were recorded using a specially developed video player and presented to them via the learning analytics dashboard. Pre-class preparation levels were measured weekly through mini-quizzes, and overall academic success was assessed through midterm and final exams. Within the study, the pre-class preparation levels of students during the 6 weeks with the dashboard and 6 weeks without it were compared. The findings showed that students with higher levels of pre-class preparation had significantly higher overall academic success compared to those with lower levels. However, the learning analytics dashboard intervention did not have a significant effect on students' pre-class preparation levels.