'De impact van Learning Analytics-ondersteunend Learning Design op de TPACK-kennis en motivatie van basisschoolleraren: de casestudy van FoLA²'

Abstract

This study investigated the influence of a Learning Analytics (LA)-supported Learning Design (LD) tool, named FoLA², on the Technological Pedagogical Content Knowledge (TPACK) and motivation of primary school teachers. The research aimed to examine the impact of this tool on teachers' TPACK knowledge and motivation. The main research question was: ‘To what extent did the implementation of FoLA² influence the TPACK knowledge and motivation of primary education teachers compared to those who did not implement it?’ The study was conducted at a Dutch primary school using a quasi-experimental research design. A primary school team consisting of 18 participants served as an intact group, randomly divided into a control and experimental group, and were measured through pretest, posttest, and follow-up. The main results showed a significant improvement in TPACK from pretest to posttest among participants, but no significant differences were observed between groups using different methods. Regarding all motivation levels, no significant differences were found between the groups using the FoLA² method and the control group. The main conclusions and implications suggest that the use of LA-supported LD with FoLA² had no significant effect on teachers' motivation or their TPACK compared to those who used their own method. However, the research emphasizes the importance of continued exploration of the complex relationship between LA-supported LD, contextual factors, and teacher outcomes in primary education. The research also underscores the need for a holistic approach in designing future research, integrating both quantitative and qualitative analyses and considering various other variables, such as self-efficacy and student outcomes.

Date of Award	7 May 2024
Original language	Dutch
Awarding Institution	Faculty of Educational Sciences
Sponsors	Open Universiteit
Supervisor	Kazem Banihashem (Supervisor)