Data Storytelling in Learning Analytics? A Qualitative Investigation into Educators' Perceptions of Benefits and Risks

Abstract

Emerging research has begun to explore the incorporation of data storytelling (DS) elements to enhance the design of learning analytics (LA) dashboards. This involves using visual features, such as text annotations and visual highlights, to help educators and learners focus their attention on key insights derived from data and act upon them. Previous studies have often overlooked the perspectives of educators and other stakeholders on the potential value and risks associated with implementing DS in LA to guide attention. We address this gap by presenting a case study examining how educators perceive the: i) potential value of DS features for teaching and learning design; ii) role of the visualisation designer in delivering a contextually appropriate data story; and iii) ethical implications of utilising DS to communicate insights. We asked educators from a first-year undergraduate program to explore and discuss DS and the visualisation designer by reviewing sample data stories using their students' data and crafting their own data stories. Our findings suggest that educators were receptive to DS features, especially meaningful use of annotations and highlighting important data points to easily identify critical information. Every participant acknowledged the potential for DS features to be exploited for harmful or self-serving purposes.