The research aims at examining educators’ perceptions, attitudes and behavioral intentions toward learning analytics (LA) and the role of self-instruction within the proposed model for LA adoption.
A quantitative approach is utilized in which a questionnaire is designed as a tool for data collection and partial least squares structural equation modeling (PLS-SEM) is used for data analysis and model testing.
Results show that performance expectancy and effort expectancy have a significant effect on educators’ attitudes, which in turn significantly affect educators’ behavioral intentions. Self-instruction mediates the relationship between educators’ attitudes and behavioral intentions. The attitude towards LA mediates the relationship between LA performance expectancy and educators’ self-instruction. The research model explains 54% of the variance in learning analysis adoption.
Findings open a path for research on pedagogical factors affecting LA adoption and guide education managers toward facilitating LA adoption. The tested model contributes to LA and teaching and learning literature by highlighting the role of educators’ self-instruction in LA adoption.
