Higher education students' value tensions and alignments with a learning analytics dashboard: A comparative study between disciplines with epistemic network analysis

Abstract Data and algorithm driven technologies designed to support teaching and learning activities have raised intense debate on ethics. Specifically, learning analytics (LA) have been criticized for the lack of students' involvement and disconnection from the learning context. The current study addresses this gap by investigating higher education students' ( N = 12) use of an LA dashboard from a value perspective. Semi‐structured interviews were conducted with students from two different disciplines. We performed a content analysis relying on two frameworks. A value‐sensitive design was employed as an approach to study value tensions and alignments for students as users of LA, and Schwartz's theory of basic values worked as a framework for the analysis. Further, an epistemic network analysis was utilized for revealing the interconnections of value alignments and tensions in a student group comparison (teacher education vs. information technology). The results indicated that utilizing the LA dashboard was connected to achievement, self‐direction, stimulation and well‐being considerations. The use of the LA dashboard facilitated both positive and negative student experiences, indicating value tensions and alignments. Teacher education students experienced greater intensity and various value tensions compared to information technology students. Especially the LA dashboard support for peer competition and a lack of concern for students' well‐being were highlighted. The results suggest the need to better align the development of LA tools with the values of teacher education students. The results also point to the need for recognizing the interplay of values and LA tool designs for different learning contexts.