The Impact of Moodle Learning Analytics on Students’ Performance and Motivation


  • Alwaely Suad Corresponding author, College of Education Humanities and Social Sciences, Al Ain University, Abu Dhabi, United Arab Emirates,
  • Olga Tapalova Department of General and Applied Psychology, Abay Kazakh National Pedagogical University, Almaty, Kazakhstan,
  • Anna Berestova Department of Pathological Anatomy, I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia,
  • Svetlana Vlasova I-11 Foreign Language for Aerospace Specialties Department, Moscow Aviation Institute, Moscow, Russia,


assessment, assessment objectivity, e-exam, exam, moodle learning analytics, students


The central objective of this investigation was to study the issue of objectivity in assessing student performance using Moodle Learning Analytics system. It was decided to interview 532 students and 193 teachers concerning their attitude towards this grading system. This allowed analyzing the satisfaction of students and teachers with Moodle Learning Analytics, the objectivity of the grades given, the levels of students’ motivation, students’ readiness for self-education, the degree of mastery of theoretical and practical skills in an e-learning mode, as well as general satisfaction with distance learning in Moodle. The findings suggest the necessity to devote more attention to the matter under consideration to elaborate more straightforward assessment criteria, harmonize them among students and teachers, and develop new methods for improving students’ abilities related to independent learning.




How to Cite

Alwaely Suad, Tapalova, O., Berestova, A., & Vlasova, S. (2023). The Impact of Moodle Learning Analytics on Students’ Performance and Motivation. International Journal of Instruction, 16(4), 297–312. Retrieved from