Student profiling in a dispositional learning analytics application using formative assessment

Dirk Tempelaar*, Bart Rienties, Jenna Mittelmeier, Quan Nguyen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

51 Citations (Web of Science)


How learning disposition data can help us translating learning feedback from a learning analytics application into actionable learning interventions, is the main focus of this empirical study. It extends previous work (Tempelaar, Rienties, & Giesbers, 2015), where the focus was on deriving timely prediction models in a data rich context, encompassing trace data from learning management systems, formative assessment data, e-tutorial trace data as well as learning dispositions. In this same educational context, the current study investigates how the application of cluster analysis based on e-tutorial trace data allows student profiling into different at-risk groups, and how these at-risk groups can be characterized with the help of learning disposition data. It is our conjecture that establishing a chain of antecedent-consequence relationships starting from learning disposition, through student activity in e-tutorials and formative assessment performance, to course performance, adds a crucial dimension to current learning analytics studies: that of profiling students with descriptors that easily lend themselves to the design of educational interventions.
Original languageEnglish
Pages (from-to)408-420
Number of pages13
JournalComputers in Human Behavior
Publication statusPublished - Jan 2018


  • Learning analytics;
  • Formative assessment;
  • Learning dispositions;
  • dispositions; Dispositional learning analytics
  • e-tutorial
  • Learning dispositions
  • Learning analytics
  • Formative assessment
  • Dispositional learning analytics

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