Balancing Gamification and Self-Regulated Learning in a User-Centered Analytics Dashboard for LMS Platforms
Students in higher education often face challenges related to motivation, self-regulation, and engagement. This article presents TIRIA, a user-centered learning analytics dashboard designed for Moodle and adaptable to other Learning Management Systems (LMSs), and reports a formative evaluation of its high-fidelity prototype. The design followed a Design Thinking methodology informed by a targeted literature review, interviews with 10 instructors and 9 students, and iterative prototyping. TIRIA integrates visual analytics, personalized feedback, and a gamification layer (points, badges, goal-setting, and a virtual assistant), aligned with Self-Regulated Learning (SRL) theory and interpreted through Self-Determination Theory (SDT). Because the evaluation used a Figma prototype populated with mock data rather than a deployed integration, the study reports perceptions rather than learning outcomes. Six undergraduate students completed think-aloud sessions, a semi-structured interview, and a survey combining the System Usability Scale (SUS), a Technology Acceptance Model (TAM) measure, and two five-item measures adapted from learning analytics quality indicators and from gamification research. Participants rated usability highly (SUS = 93.75, PEOU = 4.75) and consistently valued organizational features, while responses to the gamification layer were markedly polarized (individual means ranging from 1.2 to 5.0). The article contributes a documented design case mapping features to SRL phases and SDT constructs, formative evidence supporting an opt-in approach to gamification, and implementation considerations covering privacy and Moodle integration. Findings are exploratory and require confirmation through deployment in an authentic learning environment.