The Role of Training Design and Individual Characteristics in Influencing Teachers' Intention to Adopt Learning Analytics

ABSTRACT Background Study Learning Analytics (LA) has emerged as a powerful tool for personalising learning, gaining insights into students' learning processes, and enhancing teachers' reflective practices and awareness. Over the past decades, extensive research has been conducted to understand the factors that play a crucial role in the adoption of technological innovations by educators. However, there is limited research on how different factors (including teachers' attitudes about learning and development) shape their adoption of LA practices. Objectives The aim of our study was to analyze investigated factors that motivate teachers to implement LA in their future pedagogical practices. In the first phase of the study, we explored the role of instructional design based on the ICAP framework, the influence of teachers' existing knowledge about LA, and their engagement levels in predicting their readiness to adopt LA‐enhanced methods. In addition to testing pre‐post effects of the course, we also explored the specific effects of different course elements on their intention to adopt. In the second phase of the study, we analysed how the adoption of LA is influenced by the teacher's knowledge of LA, perceived usefulness of LA, belief about learning and the teachers' role in learning, and self‐regulation. Methods We collected data via online surveys, which were designed separately for pre‐ and post‐measures and for process‐measures. Results Drawing on pre‐ and post and process measures collected throughout the course, we found that our training course designed for teachers notably influenced their intentions to implement LA. The application of the ICAP framework to learning episodes fostered teachers' engagement. While different tasks variably affected motivational factors and intended adoption, a strong domain knowledge in LA emerged as a critical predictor of teachers' readiness to incorporate LA into their future teaching. Our results also highlight the importance of metacognitive self‐regulation skills and perceived usefulness of LA affecting adoption and motivational factors integrating LA into one's practice. Conclusion We conclude that the adoption of LA adoption is a multifaceted process, and understanding teachers' intentions to adopt such practices cannot be reduced to a few variables. Instead, it involves a complex interplay of factors of course design and individual characteristics.