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Vol. XXX, No. XXX, 2021
Proposal for a customized Dashboard to optimize
teaching-learning processes
Manuel Alejandro Valderrama-Solis1, Jhon Edwar Ninasivincha-Apfata2
Ricardo Carlos Quispe-Figueroa3, Benjamín Maraza-Quispe4
Programa de Estudios Ingeniería de Telecomunicaciones de la Universidad Nacional de San Agustín de Arequipa, Arequipa-Perú1
Facultad de Ciencias de la Educación de la Universidad Nacional de San Agustín de Arequipa, Arequipa-Perú 2, 3, 4
Abstract— the objective of this research is to implement a data
panel or personalized Dashboard so that teachers can observe and
analyze the data of each student and make timely and relevant
decisions to improve the teaching-learning processes. The
methodology used to implement the Dashboard consisted of
analyzing 9257 data from the interaction of students in the
Learning Management System (LMS) of the Faculty of
Educational Sciences of the Universidad Nacional de San Agustín,
the data analysis was developed in the data mining platform
KNIME, where a model was implemented in the following phases:
Requirements definition, design and modeling, development,
implementation and evaluation of results. The results of the model
implemented in the KNIME platform are taken as
recommendations to implement the Dashboard proposal. The
results allow us to implement a proposal for a personalized
Dashboard so that teachers can identify observable patterns of
student behavior in a way that allows them to make timely and
relevant decisions to improve the teaching-learning processes. In
conclusion, a personalized Dashboard is implemented according
to the recommendations of the model implemented in the KNIME
platform to be used by teachers.
Keywords — Dashboard; personalized; teaching; learning;
KNIME
I. INTRODUCTION
The use of technology in the remote work of teachers and
the use of better tools that facilitate the teaching-learning
process and the evaluation of students in real time has increased
in recent years, education has evolved through immersion
Information and Communication Technologies (ICT) in
teaching and learning processes. By becoming more ubiquitous
and active [1]. The transition to online learning has been
difficult, yet it is expanding rapidly [2]. Given this situation,
there is a predominance of Virtual Learning Environments, due
to the increase in distance learning in recent years, there has
also been a proportional increase in educational Big data due to
the large amount of data generated by the interaction that
platforms allow [3] [4].
There is a need to monitor the current status of the academic
performance of students by teachers, in distance teaching-
learning in Virtual Learning Environments. Distance learning,
in the sense that generally the learning activities of a study
program do not require the physical presence of the student [3].
Given this trend of distance education and the need to analyze
through data generated by the interaction of educational actors,
this process is called Learning Analytics. These analytics are
intuitive graphical representations about the activity and
performance of the students, in order to optimize it [5]. Whose
main objective is to provide processed information on the real
situation, through data collection, in such a way to anticipate
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and improve student performance [6]. As an emerging field; it
has been shown that it contributes to the prevention of dropout,
as well as the optimization of teaching-learning.
Given the problems caused by the health crisis generated by
the COVID-19 pandemic [7] [8], there is a need for the correct
use of virtual learning environments by teachers. It is necessary
to design a detailed report viewer that allows showing student
performance data that allows timely decision-making. As
mentioned [9], there is a permanent need to train educational
actors in the Moodle platform, because there are shortcomings
identified in the training of the pedagogical application of the
tools. Its main use is usually as a job manager [10]. In
conclusion, there is evidence of the lack of training of teachers
regarding the proper use of the platform, as well as problems in
the methodology, in content management and evaluation.
Therefore, it is necessary to find a way to support the solution
of this problem. It is essential to carry out this type of research
in conditions where, for the first time, full use of teaching is
made through the Moodle platform.
LMS are implemented in order to improve educational
quality, but the analysis of the impact on learning is still a
subject of recent research [11] [4]. Moodle is a platform that
has become very popular [12]; but problems have also arisen in
the lack of knowledge of all its tools and in the correct use of
these [1], for example, one of the reasons is that some of its
functionalities are poorly known [13]. The use of Virtual
Learning Environments has become a constant need, therefore,
it must be part of the skills of the 21st century teacher.
Another problem in distance education is related to the
interaction and communication between teacher and student,
since observing the behavior of students, regarding their
learning is more complex, where it has been identified that in
the monitoring of the activities that are performed by means of
the Moodle report registry presents the difficulty in use [14].
Therefore, the behavior is partially observable, but with data
analysis techniques, significant information can be extracted to
serve as data for a more complete and detailed observation.
As [15] also mentions, it is necessary to design
complements to optimize the different aspects of monitoring to
implement them in the Learning Management System (LMS),
because they have a monitoring system that calculates simple
metrics. The data generated by the interaction is difficult to
analyze to predict performance from Moodle [16]. Moodle has
limitations due to the lack of tools to monitor students in real
time, because personalized data processing is more expensive,
but that can be complemented with plugins or systems that
demonstrate a solution in the efficiency of processing
personalized queries [17]. It also has a very complex and
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inflexible internal structure, which makes it difficult to modify,
an alternative is to use it to collect data for the purpose of further
analysis in another system [18]. Similarly, our Moodle-based
LMS has a very simple and non-interactive monitoring
reporting function for the visualization of relevant data that
contributes to timely decision-making in teaching. Some
Virtual Learning Environments provide reports and logs so that
teachers can track student performance but they have a
deficiency in facilitating learning analysis, and are not intuitive
[19] or are inappropriate to use [31]. According to [20] in
distributed teaching it is more difficult to monitor, control and
adjust the learning process. The data generated is crucial to
analyze and generate knowledge for decision making. For this
reason, the early identification of students who need support is
possible through data captured by a system [21]. In this sense,
various external tools have emerged such as control panels, or
dashboards, which serve to facilitate the visualization and
monitoring of activities. Providing information in real time by
connecting an API [22].
According to [19], The Learning Analytics Risk Report
plugins, uses data visualization techniques to show cognitive,
social and behavioral indicators of learning. In such a way that
it provides mechanisms that promote the improvement of
student performance; mainly from those at risk of dropping out,
based on access, interactions (in the forum) and performance
indicators (less than 50%); as it is a qualitative research, as a
result the plugins allow the teacher to intervene and rescue
students who have never accessed the platform and those who
have low performance; as well as some limitations in the export
and filter of reports.
Also [15] in the proposal of an eOrientation plugins
designed, developed and implemented on the Moodle platform,
that graphically analyzes the record of interactions of students
and teachers, such as the frequency of access and participation,
through an information extraction process. In addition, its
effectiveness was proven, facilitating the monitoring of
students and the detection of academic dropouts using
predictive machine learning techniques. It was studied whether
the type of grade variable predicted the students' learning
behaviors and it was found that the variable with the highest
predictive value between the two groups of grade students was
the frequency of access to exams. The grouping technique was
also applied, and three groupings were found for the
distribution of the frequency of student access to the platform's
resources. In addition, Data visualization tools based on Orange
software were used, specifically, prediction and classification
aspects were shown. Similarly [14] develops a Data
Visualization Dashboard as a support tool for teachers and for
monitoring learning, which guides the teacher, which adjusts to
the needs that can be improved after obtaining the information.
Of the students, principles such as visualization are also
applied, which would be the attributes of creativity and visual
perception for the organization of the visual components in the
Dashboard. Where in the qualitative evaluation its usefulness
of the prototype was satisfactory. In turn [20] indicates that
Imoodle is a system integrated by Moodle, which presents a
dashboard, in an integrated system, in order to collect from the
database extract meaningful information where teachers can
track their students, in order to control the online learning
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process. Proposing a future study on the evaluation of
efficiency. Similarly [5] mentions that the SOLAR application
provides learning analysis on the development of capacities
with different social perspectives parallel to the social plane.
For the support to the follow-up, he received high satisfaction.
80% of the teachers were able to identify patterns of failure.
SOLAR can help teachers to raise awareness, stimulate
reflection, understand the behavior of students on a social level.
While EMODA, [23], is an emotional board that displays
emotional data on a videoconferencing platform and focuses on
synchronous interactions through the application of both
dimensional and discrete emotional models, we demonstrate
that the emotions of different students can be detected during
these environments. In the initial study of the EMODA board
to obtain the perception of the usability of the board, the tutors
confirmed that the board is easy to use. This suggests that a
simplified display would be easier to understand. Also
LEARNATO [24] is a Dashboard that provides teachers with
progress information in real time. Participants reported using
the board time efficiently. Only the information extraction
process was a slow task, but in general they indicated that they
feel supported by the information they obtain on the board for
a differentiated instruction.
The Dashboards integrated in LMS that had good results
mostly indicate that they arose due to the difficulties it has.
Similarly, SLAR, described by [25], is integrated into the Soft
Learn platform to complement the information provided by its
graphical visualization tools with the textual reports of the data
displayed. Helping teachers understand student behavior during
the course. Furthermore, SLAR's performance in terms of
content veracity meets expectations to a high degree.
The aforementioned research shows us that the Dashboards
focus on some indicators for a better visualization and help the
work of teachers in the distance teaching-learning process; On
the other hand, our proposal includes optimal indicators
obtained by a rigorous process of cataloging the appropriate
indicators so that they can be visualized in the Dashboard
design and that they have a better impact on the context. In fact,
the current architecture should be modified to offer real-time
visualization to teachers in order to optimize monitoring and
make it more enjoyable. In addition, these tools need to be
based on standards that the educator must have as indicated by
the International Society for Technology in Education (ISTE)
[33]. The standards are:
• Apprentice: Teachers follow a constant process of learning
from their practice exploring successful practices that use
technology to improve student teaching-learning
• Leader: Teachers seek opportunities to actively promote
student learning and their own teaching.
• Citizen: Teachers encourage students to make positive
contributions to the digital world and participate
responsibly.
• Collaborative: Teachers spend their time collaborating with
their colleagues and students to improve their practice.
• Designer: Teachers design authentic, student-oriented
learning activities and their variability.
• Facilitator: Teachers use technology to promote learning
and support student achievement.
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• Analyst: Teachers understand data to improve teaching and
promote student learning.
The research question that we posed was: To what extent
will the design of a Dashboard based on a personalized model
help an efficient visualization for the best timely decision-
making of teachers in the Virtual Learning Environments?
II. METHODOLOGY
A. Objectives to be analyzed on the KNIME platforms
Data records were extracted from the LMS using the
IntelliBoard tool, data that are related to the objectives for the
analysis to be performed through the model implemented in the
KNIME platform, with these data the dimensions and indicators
to be modeled in the KNIME platform were proposed.
TABLE I. INDICATORS AND DIMENSIONS OF ACADEMIC
PERFORMANCE
Dimensions Indicators

• Identify observable behavior patterns through the Access Visits to courses Clicks
relationship between the time spent in the courses and the
time dedicated to the development of activities. Qualification Average rate
• Identify indicators of academic performance towards the Grade by course
achievement of success and low performance, through the
Weather Time for each course
relationship between the activities completed and their Total time in courses
qualification. Total time in activities
• Identify the effectiveness of the activities, through the
relationship between activities completed, tasks performed courses Enrolled courses
and the average obtained in the course.
• Establish improvement actions for teaching-learning based Activities Activities seen
on the proposal of a personalized Dashboard according to Homework
Completed activities
the educational context where the student operates.
• Track student activities and interactions through the
relationship between time spent on a course and the average
grade received. Phase 2: Design and Modeling
• Compare the development of the activities with the other Data preparation was performed using the reports extracted
students through the relationship between the time from the LMS in table format in spreadsheets, files such as
dedicated to the courses and the time dedicated to the summary of activities on the site by user, site access statistics,
activities demographic data, summary of activities performed, student
B. Description of the context and the participants progress in the course, etc.
For the implementation of the Dashboard proposal, the We proceed to implement the nodes in the KNIME platform
LMS data is analyzed through a model implemented in the data to process the data and achieve as a result a single table
mining platform KNIME [26]. Online behavior indicators were containing all the academic performance indicators.
extracted such as: access, rating and time on the website and As shown in Figure 2, the model was separated into two
valid information from the LMS of the Faculty of Education of groups. In the first group, the data obtained from the reports
the Universidad Nacional de San Agustín. extracted from IntelliBoard were processed. The second group
C. Instruments and Procedures of statistics corresponds to the modeling results according to the
The data from the sample used of 9250 records are objectives requiring data visualization.
extracted, through a simple random sampling of a total
population of 100000 records of the faculty LMS, using the
IntelliBoard tool, with this data set the model is implemented in
the KNIME platform whose recommendations of the analysis
performed allow implementing the proposed customized
Dashboard. The methodology for Dashboard design [31],
consists of five phases: Requirements definition, design,
development, implementation and evaluation of the results.
Phase 1: Definition of Requirements

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Fig. 1. Logical representation of the modeling in KNIME
Figure 2 shows the Methanode (union of nodes according to
functionality) for all users where two reports are analyzed:
summary of activity on the site by user and site access statistics.
The union of accesses and ratings of 26253 data records was
performed.
Fig. 2. Methanode of all users
In Figure 3 we proceed to separate the student and teacher
data, through a Joiner using the Site Use by Instructor Summary
report.
Fig. 3. Access, grading, joining and student identification meta-node
Figure 4 shows the Metanodo that performs the
identification and separation of the 9252 student records, for
which the demographic data report and summary of activities
on the site are used.
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Vol. XXX, No. XXX, 2021
Fig. 4. Methanode for filtering valid student data
Figure 5 shows the comparison of the score obtained with
the resulting average score, to verify the accuracy of the data
extracted using the IntelliBoard tool.
Fig. 5. Student grading method
Figure 6 shows the conversion process of the time spent in
courses and activities, and also includes a course progress
report.
Fig. 6. Time conversion Methanode
Figure 7 shows the process of converting the time in the
courses, which were in text format, to a numerical format, in
seconds and hours. By means of the String Manipulation, String
to number, Math Formula and Column filter nodes. The
extraction of each number is performed due to the format of the
time variable in the courses, since it is in the format hh:mm:ss.
This, through the string manipulation node, simplifies the task
of individual extraction of the format, due to its search and
extraction properties, resulting in the fields of hours, minutes
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and seconds. By means of the string to number node these fields

will be converted from string to number. Then, with the
function of the math formula node these fields will be converted
to the fields TimeInCourseHrs and TimeInActivitiesHs. Finally
they will be passed to the Column Filter node where only the
necessary fields will be kept, not allowing the hours, minutes
and seconds fields to pass. and extraction properties, resulting
in the hours, minutes and seconds fields. Through the string to
number node these fields will be converted from string to
number. Next, with the math formula node function, these fields
will be treated and converted to the TimeInCursoHrs and
TimeInActividadesHs fields. Finally they will go to the Column
Filter node where only the necessary fields will be kept, not
letting the hours, minutes and seconds pass.

Fig. 9. General Datasheet

TABLE II. DETAILED DESCRIPTION OF THE DATA

Parameter Description
average mark Average score obtained from each student.
Course Number of courses enrolled for each
Fig. 7. Conversion of time into courses and activities Methanode student.
Figure 8 shows the activity table meta-node, a progress Mail Email to identify the number of students
report was incorporated in the course, to extract the data of the
completed activities, tasks and viewed tasks. Current time Time spent on average in all courses.
Time in activities Average time spent on activities.
Homework Total amount of homework for each
student.
Completed Total number of activities completed for
activities each student.
Activities seen Total number of activities viewed by each
student.
Fig. 8. Activity table processing Methanode

Figure 9 shows the process Methanode for joining the

different tables of time in the course, time in activities and the
course progress table, by means of the Joiner nodes, which were
related by the e-mail, last name, first name and course fields, to
generate a single table containing all the indicators necessary
for this research.
III. RESULTS
Figure 10 shows the processing meta-node of the
recommendation results for the first objective, the correlation
was performed using the linear Correlation node, showing as a
result the different correlation variables with the different
fields. The Scatter plot node, which has the function of
displaying a scatter plot and which was configured in the
TimeInCoursesHrs fields according to TimeInActivitiesHrs.
Finally, the Bar Chart node is used to display a bar chart with
the variables of TimeOnCoursesHrs as a function of
TimeOnActivitiesHrs.

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Fig. 10. Recommendations to implement the Dashboard for objective 1
Figure 11 shows the processing and recommendation meta-
node for the second objective, using the Scatter plot, Numeric
Binner, bar chart, color manager and histogram nodes.
Starting with the Numeric Binner node, which was configured
for the distribution of the data in the qualification field to four
nominal categories: At the beginning from 0 to 50 points, in
process from 51 to 70 points, expected achievement from 71 to
80 points and outstanding achievement from 81 to 100 points.
It is then plotted in bar charts and histograms.
Fig. 11. Recommendations to implement the Dashboard for objective 2
Figure 12 shows the processing meta-node to obtain the
recommendations for the general Dashboard for the third
objective, a correlation was made with the linear correlation
node of the fields: Average rating, activities seen, tasks and
activities completed. Then, with the Scatter plot node, the
visualization of the scatter plot of completed activities, rating
and tasks was configured. Finally, a correlation was made,
using the Bar Chart node, of the rating with activities viewed,
activities completed and tasks.
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Fig. 12. Recommendations to implement the Dashboard for objective 3
Figure 13 shows the data processing meta-node for the
Dashboard implementation recommendation for the fourth
objective. The Bar Chart node was used to visualize the scatter
diagram of TimeInCoursesHrs vs. in the same way, the Bar
Chart node was used to visualize the mentioned variables.
Fig. 13. Recommendations to implement the Dashboard for objective 4
Figure 14 shows the processing meta-node and Dashboard
implementation recommendation for the fifth objective: the
table editor node was used for the list display of the fields: mail,
course, TimeOnCourseHrs and TimeOnActivitiesHrs. Then, the
Bar Chart node was configured for the histogram view with the
variables TimeOnCoursesHrs and TimeOnActivitiesHrs.
Fig. 14. Recommendations to implement the Dashboard for objective 5
Phase 3: Development and implementation
Figure 15 shows the behavioral patterns observable through
the relationship between the time spent in the courses and the
time dedicated to the development of the activities.
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Fig. 15. Relationship between time in courses and time in activities
Figure 16 shows that the behavior patterns identified
indicate that the longer the time spent in the courses, the greater
the time spent in the development of the activities.
The indicators of academic performance towards the
achievement of success and low performance are also observed,
by means of the relationship between the activities completed
and their grade.
Fig. 16. Relationship between completed activities and the average grade
Figure 17 shows that the lower the number of activities, the
lower the score obtained. In addition, they coincide with the
performance indicators, in process (lower than 51 points),
beginning (between 51 and 70 points), expected achievement
(between 71 and 80 points) and outstanding achievement
(higher between 81 and 100 points).
Likewise, the identification of the effectiveness of the
activities, through the relationship between activities
completed, tasks performed and the average obtained in the
course.
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Fig. 17. Relationship between completed activities, completed tasks and the
grade
Figure 18 shows that the greater the number of activities
completed, the higher the grade obtained. The number of
assignments does not have much influence on the grade
according to the data shown.
Likewise, the monitoring of student activities and
interactions through the relationship between the times spent in
a course and the average grade received.
Fig. 18. Relationship between time in courses and qualification
In Figure 19, it can be observed with respect to the subjects
by specialty that the students spent more time in subjects such
as Natural Sciences, it can be observed that there are more
courses in the specialty of Natural Sciences than in the other
specialties. An alternative explanation is that the activities in
this major are more intense than in the other majors or that most
of the courses are in this category.
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Fig. 19. Ratio between time spent in courses and time spent in activities by
specialty
Phase 4: Implementation
Figures 20, 21 and 22 show the results of the proposed
implementation of a personalized Dashboard according to the
personal characteristics of each student where the visualizer
will show all the proposed implementation objectives, whose
visualized data will help the teacher to make timely decisions
in order to improve the teaching-learning processes while
monitoring the performance of students in order to identify
possible risks in academic performance.
Fig. 20. Graphical interface of the first part of the Dashboard
Fig. 21. Graphical interface of the second part of the Dashboard
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Fig. 22. Graphical interface of the third part of the Dashboard
The implementation was carried out according to the data
analysis developed in the KNIME platform, whose
recommendations are taken into account to implement the
Dashboard proposal, which are supported by the ISTE
standards [33], in the part of the design and analysis that a
teacher must perform in teaching through Information and
Communication Technologies. In which for the objective of
designing a Dashboard proposal that best suits the needs of the
teacher to optimize the teaching-learning process of students.
For a better use and understanding of the analysis carried
out in the KNIME platform, the distribution is carried out in
such a way that it is possible to get the most out of it. The
Dashboard is composed of the navigation bar which is located
at the left end of the window, an information bar which is at the
top of the window. A visualization area where the different
diagrams will be placed in the central part of the window, a data
report area which is located in the central part and below the
visualization area. The footer is composed of three distributed
areas, which are the chat, last members and most used browsers.
Step 5: Evaluation of the results
In order to carry out this evaluation, the proposed
methodology was considered to optimize the teacher's
performance in the teaching-learning process. An analysis was
made for each performance indicator of academic performance
in order to check the usability of the proposal.
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In the development of the work, the planning has been
followed consistently, except for some specific moments where
the magnitude and necessity of the planning calculation did not
manage to cover the whole picture in the proposed planning. By
means of KNIME modeling, which made it possible to test
different statistical methods.
IV. DISCUSSION OF THE RESULTS
Based on the findings, we accept the general alternative
hypothesis that establishes the Dashboard as a tool that can
optimize the teacher's performance in the teaching-learning
process.
In comparison with the research of the Learning Analytics
Risk Report plugins, where it only considers three indicators to
be able to detect academic performance, instead the proposal
considers more indicators so that they can improve in
monitoring students in distance learning that can optimize it.
According to the eOrientarion tool where only two
indicators (frequency of access and participation) are used to
detect dropout. In the same way our proposal consists of more
indicators that improve the visualization results.
According to the EMODA dashboard research, which
evidences the ease of use, just as our proposal is based on ease
of use. Also, as the visualization tool, LEARNATO, where the
information is provided in real time, ours aims for future work
to be implemented in a real environment.
V. CONCLUSIONS
It has been possible to implement the proposal of a
personalized Dashboard according to the recommendations of
the data analysis and processing implemented in the KNIME
data mining platform from a set of data obtained from a learning
management system, which can be replicated to other contexts.
The results lead to different conclusions in the different
figures resulting from the model applied in the research. Thus
defining a conclusion for each resulting graph, it was also
possible to identify the most relevant and fundamental variables
for the optimization of the teacher's performance in the
teaching-learning process.
Taking IntelliBoard as a tool, the indicators were selected
from the extracted data, according to the greater usability of the
activities on the platform. Finally, these actions were studied to
expand the points of view assumed from the theoretical study
and the experience of different authors to confront and adopt
new ideas, which favors the consideration of other alternatives
and criteria or indicators of behavior in virtual learning
environments.
The complementary tools for virtual learning environments
are useful in distance teaching-learning processes, this
represents a great help for learning to be more efficient in the
virtual modality.
ACKNOWLEDGMENT
The research was made possible thanks to the support of the
National University of San Agustín de Arequipa through UNSA
INVESTIGA. Contract IBA-CS-07-2020-UNSA.
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