Human-Centered Learning Analytics for ERD Education: A Needs Analysis of Dashboard Requirements

Learning to construct Entity Relationship Diagrams (ERDs) is challenging for secondary vocational students, because it requires both conceptual understanding and formal diagramming skills. This cross-sectional study identified learner needs and translated them into requirements for a human-centered learning analytics dashboard. A quantitative survey was administered to 25 Grade 10 Software and Game Development students. Descriptive results showed a stronger understanding of entities (M = 3.84, SD = 0.62) and attributes (M = 3.80, SD = 0.65) than of formal ERD symbols (M = 3.40, SD = 0.76), which was categorized as moderate. Cardinality confusion (M = 3.56, SD = 0.77) co-occurred with self-reported fear of design errors (M = 3.48, SD = 0.71) without establishing causality. The dashboard feature requirements received the highest construct score (M = 4.08, SD = 0.62), and real-time error confirmation and dialogic hints had the highest item means (both M = 4.16). These findings highlight the requirements for automated diagnostics, scaffolded hints, competency visualization, and constructive feedback. The main contribution is a Design Translation Framework that links learner problems, empirical scores, priorities, functional requirements, and pedagogical rationales. The study specifies design requirements; it does not test platform effectiveness.