【关 键 词 】：
学习分析； 元认知； 反思支架； 学习行为
Learning analysis is a technology application based on educational big data, which can improve our understanding of teaching laws and learning characteristics. However, there is not much research on the application value of learning analysis and on assessing the effectiveness of learning analysis in promoting learners' cognitive and metacognitive development. This study proposes that learning analysis can be used as learners' metacognitive reflective scaffold, and the experiment is conducted on the basis of college students' digital literature reading activities. The study finds that learning analysis and its feedback can effectively stimulate learners' awareness of metacognitive reflection, and then promote the adjustment and optimization of learners' learning behaviors, which mainly manifests in study time management, reading speed, interference control and so on. Learners may need continuous metacognitive reflection support, for some learners will turn back to the habitual behaviors after the learning analysis support is withdrawn. Moreover, it is difficult for the metacognitive reflective scaffold based on learning analysis to have a significant impact on learners' academic performance in a short period of time.