Profiling Instructors’ Acceptance of Feedback Dashboards

Abstract

This study examined instructors’ acceptance of a learning analytics tool (i.e., feedback dashboard) using a person-centered approach grounded in the Technology Acceptance Model (TAM). Prior TAM research has typically adopted variable-centered methods that assume homogeneous perceptions, potentially obscuring qualitative differences among instructors. Latent profile analysis (LPA) was conducted to identify acceptance profiles among instructors. Four profiles emerged: enthusiastic adopters, moderate adopters, cautious adopters, and resistant adopters, characterized by progressively lower perceived usefulness, perceived ease of use, and attitudes toward use. Intention to use the dashboards also decreased from enthusiastic to resistant adopters. The findings highlight the value of person-centered approaches in capturing heterogeneity in instructors’ acceptance of analytics tools.