Pupils’ experiences of learning analytics visualizations in supporting self-regulated learning in an elementary school classroom





self-regulated learning, learning analytics, elementary school pupils


The importance of self-regulated learning (SRL) has become increasingly apparent. Further, technology-enhanced learning provides novel ways to support this while different technologies have changed the learning environments. The aim of this study was to investigate the perspectives of 5th–6th grade pupils on learning analytics and self-regulated learning during a phenomenon-based learning module in a blended learning environment. A total of 89 pupils participated in the learning module and were observed. Furthermore, ten pupils were interviewed after completing a learning module. A qualitative content analysis was conducted. The results revealed that, overall, pupils experience of self-regulated learning and learning analytics was positive. The pupils perceived the digital learning and learning analytics as functional and motivating, and some pupils stated that it helped their learning. Also, the pupils became increasingly self-directed during the study module. However, setting goals and managing to follow them appeared to be quite difficult for many of the pupils. The findings imply that a learning management system, which is built to support self-regulated learning may support the development of pupils’ self-regulation and guide their ability to learn independently as well as with their peers.

Author Biographies

Sanna Väisänen, University of Eastern Finland

Sanna Väisänen (PhD, Education) works as a Postdoctoral Researcher at the School of Applied Educational Science and Teacher Education, University of Eastern Finland, Finland. Her research interests are in learning analytics, self-regulated learning, and well-being.

Susanne Hallberg, University of Eastern Finland

Susanne Hallberg (M. A., Ed.) is a Project Researcher and a Doctoral Student at the School of Applied Educational Science and Teacher Education, University of Eastern Finland. Susanne’s research interests comprise pedagogical usability aspects of innovative physical and digital learning environments, and educational technology.

Teemu Valtonen, University of Eastern Finland

Teemu Valtonen (PhD, Education) works as a Professor at the School of Applied Educational Science and Teacher Education, University of Eastern Finland. His research interests lie in the use of Information and Communication Technology (ICT) in education, targeting especially on pre-service teachers’ skills and readiness to use ICT in education, mainly within Technological Pedagogical Content Knowledge (TPACK) and Theory of Planned Behavior (TPB) frameworks.

Ida-Auroora Tervo, University of Eastern Finland

Ida-Auroora Tervo (M. A., Ed.) conducted her master’s thesis in the OAHOT-project. She currently works as a teacher in elementary school.

Jenni Kankaanpää, University of Eastern Finland

Jenni Kankaanpää (M. A., Ed.) is a Project Researcher and a Doctoral Student at the School of Applied Educational Science and Teacher Education, University of Eastern Finland. Her research interests lie in higher education teachers’ pedagogical development work, flipped and blended learning, and learning analytics.

Erkko Sointu, University of Eastern Finland

Erkko Sointu (PhD, Education) works as a Professor of Special Education at the School of Educational Sciences and Psychology, University of Eastern Finland. His current research efforts focus on research studies of higher education students, teacher education, learning analytics, child behavior assessment, and students’ strengths.

Laura Hirsto, University of Eastern Finland

Laura Hirsto (PhD, Education) is a Professor of Educational Science at the School of Applied Educational Science and Teacher Education, University of Eastern Finland. Her research has focused on the contextual research-based development of teaching, the contextual learning and motivational processes of university students. Her current research focuses on contextualized teaching-learning processes and self-regulated learning supported by learning analytics in various contexts from primary level to higher education. She is the leader of the learning analytics OAHOT project.


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How to Cite

Väisänen, S., Hallberg, S., Valtonen, T., Tervo, I.-A., Kankaanpää, J., Sointu, E., & Hirsto, L. (2022). Pupils’ experiences of learning analytics visualizations in supporting self-regulated learning in an elementary school classroom. Seminar.net, 18(1). https://doi.org/10.7577/seminar.4690