Well, Dr. Geng, you worked hard. My heartfelt congratulations! I would also like to thank the reviewers for their time. We received very meaningful comments, and the paper has become a very substantial and excellent piece of work.

Although it took some time, it was successfully accepted and published last month in the journal SAGE Open (Impact factor: 2.0 (SSCI), Google Scholar Matrix #6 in social science (general)). This research was conducted during Dr. Geng’s doctoral program, focusing on an AR-based learning support system for Japanese compound verbs. It evaluated a Learning Analytics Dashboard (LAD) that visualizes the action of combining cards and allows learners to compare their learning behaviors with those of others, and it has finally been accepted.

Geng, X., and Yamada, M. (2025). The Role of Dashboards in Augmented-Reality-Based Language Learning: Enhancing Language Learning and Metacognitive Awareness. SAGE Open, 15(2). https://doi.org/10.1177/21582440251341675

The key point is that the use of the LAD was shown to improve learning outcomes and metacognitive processes. Furthermore, it is interesting that usage patterns of the dashboard differed among learners, which led to differences in learning outcomes and changes in metacognitive awareness. The results showed that learners who made extensive use of the learning process and social comparison functions facilitated by the LAD achieved better knowledge retention. Conversely, it is also interesting that learners who focused primarily on their personal learning data showed improvements in metacognitive awareness.

I believe interest in the design and development of LADs is growing. By reviewing cases of LADs, it seems possible to extract key features. First of all, social comparison is a staple, but beyond that… there is still more to explore.