PubData Leuphana Repository: 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

Please use this identifier to cite or link to this item: https://doi.org/10.48548/pubdata-1488

Resource type	Journal Article
Title(s)	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
DOI	10.48548/pubdata-1488
Handle	20.500.14123/1562
Creator	Hase, Alina 0000-0002-8941-5768 Kahnbach, Leonie 0000-0002-6454-8898 Kuhl, Poldi 0000-0001-8021-8840 Lehr, Dirk 0000-0002-5560-3605
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’ 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.
Language	English
Keywords	Data-driven; Decision Making; Digital; Learning Platform; Individualization; Learning Analytics; Primary School; Teacher; Structural Equation Modeling; Planned Behavior
Year of publication in PubData	2024
Publishing type	Parallel publication
Publication version	Published version
Date issued	2022-08-18
Creation context	Research
Notes	This publication was funded by the Open Access Publication Fund of Leuphana University Lüneburg.
Published by	Medien- und Informationszentrum, Leuphana Universität Lüneburg
Related resources	Relations of this publication Relations of this publication