Despite the potential of learning analytics for personalized learning, it has seldom been used to support collaborative learning particularly in face-to-face (F2F) learning contexts. This study aims to use learning analytics to develop a dashboard system that provides adaptive support for F2F collaborative argumentation (FCA). This study developed two types of dashboards for students and an instructor, which enabled students to monitor their FCA process through adaptive feedback and helped an instructor to provide adaptive support at the right time. The effectiveness of the dashboards was examined in a university class with 88 students (56 females, 32 males) for four weeks. The dashboards significantly improved the FCA process and outcomes. The dashboards encouraged students to actively participate in FCA and create high-quality group arguments. In addition, students had a positive attitude toward the dashboard and perceived it as useful and easy to use. These findings indicate that learning analytics dashboards can be useful in improving collaborative learning through adaptive feedback and support. This study provides suggestions on how to design a dashboard for adaptive support in F2F learning contexts using learning analytics.
Dashboards were developed to support collaborative argumentation in face-to-face contexts.
Based on learning analytics, dashboards timely provided feedback and adaptive support.
Dashboards improved collaborative argumentation process and group performance.
Dashboards promoted situational interest and perceived learning outcomes.
This study provided implications on developing a dashboard system to support face-to-face learning.