The effect of a learning analytics dashboard intervention on learners' academic performance and interaction

Along with the developing technology, an increase is observed in the use of distance education environments. In distance education, unlike traditional education environments, learner-educator interaction, learner-learner interaction or learner-content interaction are also carried out with technological methods. This difference in distance education environments brought along problems such as academic failure in education and low participation in the course. Studies in the field of education in recent years focus on problems such as academic failure, course dropout or low engagement during the distance education process. Various suggestions are offered to overcome these problems. One of these suggestions is that developing early-warning systems based on learning analytics. Thanks to the early warning systems, it is also possible to apply instructional interventions to learners who are considered to be at risk in terms of situations such as dropping out of the lesson and being left off the course. When the literature is examined, it is seen that studies on instructional interventions draw attention, while the studies examining the effectiveness of the interventions are not sufficient. There are also a limited number of studies examining whether the impact on learners has changed with the change of intervention type. This study aims to examine the effects of interventions based on learning analytics on the academic success of the learners and their engagement. In addition, the effect of the type of intervention to be applied (e-mail, face-to-face interview, etc.) on academic success and class participation will be examined. The findings show that the learning analytics dashboard increase students' interaction with course components. In addition, the difference in academic achievement between students who are determined at risk of failing and students who are not at risk tends to decrease.