Learning Analytic Dashboards have proven to help students reach their academic goals by tracking their study data to offer feedback. However, current dashboard research focuses on traditional education, such as schools and universities, rather than emerging educational sectors like coding boot camps that have different curricula and structures. Based on literature research and user experience methods, an interactive prototype was designed to help boot camp students track "hard skills" and "soft skills." Design experts and boot camp students evaluated this prototype to provide feedback about its usability and effectiveness. The study found that the students appreciated the focus on learning goals instead of tracking metrics like home completion rate or exam grades. At the same time, the polished user interface kept the students engaged. The contribution to the Learning Analytics field is the demographic data of boot camp students in Stockholm through user personas, recommendations to avoid common dashboard limitations, and suggesting ideas for further evaluation / (Note: This is a Google Translation, i will write the final one, after the abstract in english is approved) Coding boot camps är snabba program som hjälper människor att få jobb inom IT genom att lära dem hur man kodar. Ändå är det inte alla studenter som får jobb efter examen på grund av de olika kunskapsnivåerna. Learning Analytic Dashboards har visat sig hjälpa elever att nå sina akademiska mål genom att spåra deras studiedata för att ge feedback. Men aktuell instrumentpanelforskning fokuserar på traditionell utbildning, såsom skolor och universitet, som har olika läroplaner och strukturer. Därför undersöker denna avhandling frågan om "Hur man designar en instrumentpanel för det speciella fallet med boot camp-studenter?" Baserat på litteraturforskning och metoder för användarupplevelser designades en interaktiv prototyp för att hjälpa eleverna att spåra "hårda färdigheter" och "mjuka färdigheter". Designexperter och boot camp-studenter utvärderade denna prototyp för att ge feedback om dess användbarhet och effektivitet. Den här studien drar slutsatsen att instrumentpaneler för startläger bör prioritera mätvärden för lärandemål i stället för att spåra mätvärden som slutförandegrad av hem eller provbetyg, integrera studentfeedback i de tidigare stadierna av designen och leverera ett polerat användargränssnitt för att hålla eleverna engagerade. Avhandlingen uppmuntrar framtida forskning genom att tillhandahålla information om studentdemografi i Stockholm, Sverige, genom användarpersonas, designrekommendationer och föreslå idéer för vidare utvärdering.

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Many community colleges struggle to find the best strategy to help incoming at-risk students prepare for the placement test. The purpose of this quantitative quasi-experimental study, was to answer the question as to which of 2 programs, a 2-week, face-to-face mathematics refresher program, Math Boost-Up, or an online-only program, might increase the ACCUPLACER posttest scores of incoming community college students. The study used archival data for 136 students who self-selected to either participate in the Math Boost-Up program (the experiment group), or in the online-only program (the comparison group). Knowles's theory of adult learning, andragogy, served as the theoretical framework. Spearman, Kruskal-Wallis, Mann-Whitney, and chi-square tests were used to measure the effect of 4 moderator variables (age, high school GPA, number of minutes spent in MyFoundationsLab, and number of days spent in face-to-face sessions) on the pre- and posttest scores of students in each group. The results indicated that students in the Math Boost-Up program experienced statistically significant gains in arithmetic and elementary algebra than did those students in the online-only program. The results also indicated that the 4 moderator variables affected gains in posttest scores. Additionally, the results disproved the andragogical premise that students would be self-directed and would self-select to participate in the intervention. A recommendation was that participation in the face-to-face refresher program should be mandatory. The study contributes to social change by providing evidence that short-term refresher programs could increase the scores of students on placement tests.