What question did this study set out to answer?

This study aims to determine whether emotion-aware learning analytics dashboards improve students' metacognitive regulation, academic performance, and engagement in self-paced MOOCs.

June 9, 2026Open Access

Emotion-Aware Learning Analytics Dashboards: Effects on Metacognitive Regulation, Academic Performance, and Engagement in Self-Paced MOOCs

Key Points

This study aims to determine whether emotion-aware learning analytics dashboards improve students' metacognitive regulation, academic performance, and engagement in self-paced MOOCs.
Randomized controlled trial with 150 undergraduate students from Iranian universities assigned to emotion-aware, standard, and control groups.
Three-month intervention in a self-paced MOOC on instructional design, using tools like the Metacognitive Awareness Inventory and performance tests.
Data analysis employed mixed-design and one-way ANCOVAs, controlling for pretest scores.
EDG showed significant improvements in metacognitive regulation (partial η² = .596), emotional engagement (partial η² = .500), cognitive engagement (partial η² = .463), and academic performance (partial η² = .417).
Participants in the EDG recognized emotional states better and improved responses to challenges more effectively than those in SDG and CG.
Standard dashboard (SDG) was useful for tracking progress but less effective in enhancing engagement quality compared to EDG.

Abstract

Learning analytics dashboards are widely used in self-paced online courses, yet many still emphasize progress and activity while giving limited attention to learners’ emotional states and real-time self-regulation. This study examined whether an emotion-aware learning analytics dashboard (EALAD) could improve learners’ metacognitive regulation, academic performance, and multidimensional engagement in a self-paced massive open online course (MOOC), compared with a standard learning analytics dashboard (LAD) and a no-dashboard condition. Using a randomized controlled design, 150 undergraduate students from three Iranian universities were assigned to an emotion-aware dashboard group (EDG), a standard dashboard group (SDG), or a control group (CG). The three-month intervention was implemented in a self-paced MOOC on instructional design, and all participants were selected from the intermediate range of the Oxford Quick Placement Test (OQPT), with scores between 31 and 40. Data were collected through the Metacognitive Awareness Inventory, an academic performance test, a multidimensional engagement questionnaire, and follow-up interviews. Quantitative data were analyzed using mixed-design and one-way ANCOVAs while controlling for pretest scores. The EDG showed the strongest gains across outcomes, including metacognitive regulation, partial η² = .596; emotional engagement, partial η² = .500; cognitive engagement, partial η² = .463; and academic performance, partial η² = .417 , outperforming both the SDG and CG. The interview findings further showed that the EALAD helped learners recognize emotional states, respond to difficulties more promptly, and interpret progress more holistically. Participants viewed the standard dashboard as useful for pacing and progress tracking, but less helpful for understanding engagement quality. The findings suggest that integrating real-time emotional indicators with actionable dashboard prompts can support self-regulatory decision-making, meaningful engagement, and achievement in self-paced MOOC environments.

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