PSYCHOLOGICAL INTERPRETATION OF "LEARNING ANALYTICS" DATA IN TRACKING THE EDUCATIONAL PROCESS: THE RISK OF IMPLICIT BIASES

Боковая панель статьи

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Опубликован: 2026-06-25
Ключевые слова:
Learning Analytics, psychological interpretation, implicit biases, cognitive bias, digital education, student motivation, algorithms, educational prediction, stigmatization, Pygmalion effect, learned helplessness.

Основное содержимое статьи

Rayhona Adhamjon qizi Abdujobborova

Аннотация

This article comprehensively analyzes the psychological interpretation of Learning Analytics (LA) data, which is rapidly integrating into the modern higher education system. Based on statistical indicators collected by Learning Management Systems (LMS), the study examines the implicit biases, cognitive errors, and their negative impacts on student motivation that arise during the evaluation of student behavior. The psychological risks of "digital profiles" formed by algorithms—including stigmatization and the Pygmalion effect—are uncovered, and methodological recommendations are proposed to mitigate these risks.

Информация о статье

Выпуск

Том 3 № 6 (2026): International Journal American Journal of Modern World Sciences

Раздел

Articles

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