Exploring the Use of Learning Analytics to Support High School History Class: A Pilot Study

Abstract

This pilot study aims to find prospects and issues to use learning analytics dashboard for teachers in world historical inquiry-based class in high school. Analysis revealed high student engagement in page navigation but limited use of comprehension tools, suggesting passive learning. Integrating practice questions improved perceived learning. However, varied marker use indicated uneven metacognitive awareness, highlighting the need for strategies to support deeper cognitive engagement across all learners.