An Ethnographic Study on Teachers’ Acceptance and Resistance Attitudes to Adopting Learning Analytics
Bibliographic Data
| ID | 22048668 |
|---|---|
| Authors | Dimitrios Tzimas (0000-0001-6146-4560, Aristotle University of Thessaloniki), Stavros Demetriadis (0000-0002-1561-6372, Aristotle University of Thessaloniki), Stavros N Demetriadis (Aristotle University of Thessaloniki) |
| Year | 2026 |
| Volume | 16 |
| Issue | 5 |
| Pages | 789 |
| Publication date | 2026-05-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16050789 |
| OpenAlex | W7162108938 |
| Language | EN |
| References cited | 41 |
Learning analytics (LA) is an emerging field that has undergone extensive development in K-12 education, focusing on students’ learning processes and tracking their learning trajectories. However, numerous developments remain in the pilot phase without holistic adoption. Despite the growing use of teacher-facing analytics in K-12 education, little is known about the processes through which instructors interpret and negotiate analytics within everyday school practice. This paper presents an interpretive ethnographic study of teacher sensemaking and resistance regarding LA adoption in K-12 schools. Informed by the unified theory of acceptance and use of technology (UTAUT), we implemented a small-N ethnographic study with school teachers to explore their perceptions and experiences regarding LA adoption. The research question was “How do teachers interpret, negotiate, and make sense of learning analytics adoption in K-12 school settings?” The findings indicate that teachers’ responses to LA adoption were shaped through complex sensemaking processes involving perceived usefulness, institutional culture, emotional ambivalence, ethical issues, and human-centered understandings of data-driven educational practices
Analytics · Educational research · Ethnography · Learning analytics · Negotiation · Perception · Sensemaking · Educational Assessment and Improvement · Online Learning and Analytics · Teaching and Learning Programming
Qualitative Methods in Business Research
Some guidance on conducting and reporting qualitative studies
The unified theory of acceptance and use of technology (UTAUT)
A systematic review of the role of learning analytics in enhancing feedback practices in higher education
The current landscape of learning analytics in higher education
Re-examining the Unified Theory of Acceptance and Use of Technology (UTAUT)
Small is beautiful
Seeking Qualitative Rigor in Inductive Research
Ethnography in/of the World System
Impact of Learning Analytics Guidance on Student Self-Regulated Learning Skills, Performance, and Satisfaction
Ethical issues in learning analytics
The engagement of university teachers with predictive learning analytics
A human‐centred learning analytics approach for developing contextually scalable K‐12 teacher dashboards
Ethnography
Ethnography
Data in practice
Students’ sense-making of personalised feedback based on learning analytics
K-12 Teachers’ Acceptance and Resistance Perceptions of Learning Analytics Adoption
Teachers’ Views Regarding Learning Analytics Usage Based on the Technology Acceptance Model
Writing Ethnographic Fieldnotes, Second Edition
Research Methods in Clinical Psychology
Phenomenography ? Describing conceptions of the world around us
| Highly cited | No |
|---|