Analytics of Self‐Regulated Learning in Learning Analytics Feedback Processes: Associations With Feedback Literacy in Secondary Education
Flora Jin, Debarshi Nath, Rui Guan, Tongguang Li, Xinyu Li, Rafael Ferreira Mello, Luiz Rodrigues, Cleon Xavier, Heba AbuZayyad-Nuseibeh, Mladen Raković, Roberto Martínez‐Maldonado, Dragan Gašević, Yi‐Shan Tsai
Abstract
ABSTRACT Background A key skill for self‐regulated learners is the ability to critically interpret and act on feedback—key components of feedback literacy. Yet, the connection between feedback literacy and self‐regulated learning (SRL) remains underexplored, particularly in terms of how different levels of feedback literacy influence SRL processes in authentic learning contexts. Objectives This study aimed to investigate the interplay between feedback literacy and SRL processes among secondary school students while working on a multi‐source writing task using an online learning analytics (LA) platform. Methods The study involved 99 secondary school students from multiple nations (Brazil, UAE, India, and Australia) engaged in multi‐source writing tasks. Students received personalised scaffolding feedback designed to enhance their SRL processes. Using K‐medoids clustering, students were grouped based on their self‐reported feedback literacy levels. Ordered Network Analysis (ONA) was employed to visualise and analyse trace data from the learning analytics platform, revealing SRL strategies across different feedback literacy profiles. Results and Conclusions Analysis of data from the 99 participants revealed two distinct feedback literacy groups with different SRL patterns. Proactive Feedback Engagers ( n = 55) initially showed less effective SRL strategies but demonstrated significant improvement after receiving scaffolding interventions, adopting more balanced and adaptive regulation processes. In contrast, Moderate Feedback Engagers ( n = 48) began with a more strategic approach but showed less adaptability as the task progressed, diverging from suggested SRL processes. These findings imply the need for more adaptive scaffolding approaches based on students' feedback literacy levels, highlighting the importance of tailored support in developing learning strategies based on different levels of feedback literacy.