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

Hasna Nabhan Arasy; Eki Nugraha; Rasim Rasim

doi:10.29408/edumatic.v10i2.36222

Authors

Hasna Nabhan Arasy Universitas Pendidikan Indonesia https://orcid.org/0009-0001-9961-2597
Eki Nugraha Universitas Pendidikan Indonesia https://orcid.org/0000-0002-6551-9167
Rasim Rasim Universitas Pendidikan Indonesia https://orcid.org/0000-0001-5883-4196

DOI:

https://doi.org/10.29408/edumatic.v10i2.36222

Keywords:

actionable feedback, entity relationship diagram, human-centered design, learning analytics, vocational education

Abstract

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.

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