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Given the complex and dynamic nature of CPS, teacher-facing learning analytics dashboards (LADs) have increasingly been adopted to support teachers\u2019 CPS assessments by analysing and visualising various dimensions of students\u2019 CPS. However, there is limited research investigating K-12 teachers\u2019 integration of LADs for CPS assessments in authentic classrooms. In this study, a LAD was implemented to assist K-12 teachers in assessing students\u2019 CPS skills in an educational game. Based on the person-environment fit theory, this study aimed to (1) examine the extent to which teachers\u2019 environmental and personal factors influence LAD usage intention and behaviour and (2) identify personal factors mediating the relationships between environmental factors and LAD usage intention and behaviour. Survey data of 300 in-service teachers from ten Chinese K-12 schools were collected and analysed using partial least squares structural equation modelling (PLS-SEM). Results indicated that our proposed model showed strong in-sample explanatory power and out-of-sample predictive capability. Additionally, subjective norms affected technological pedagogical content knowledge (TPACK) and self-efficacy, while school support affected technostress and self-efficacy. Moreover, subjective norms, technostress, and self-efficacy predicted behavioural intention, while school support, TPACK, and behavioural intention predicted actual behaviour. As for mediation effects, school support indirectly affected behavioural intention through self-efficacy, while subjective norms indirectly affected behavioural intention through self-efficacy and affected actual behaviour through TPACK. This study makes theoretical, methodological, and practical contributions to technology integration in general and LAD implementation in particular.<\/jats:p>","DOI":"10.1007\/s10639-024-12842-5","type":"journal-article","created":{"date-parts":[[2024,7,10]],"date-time":"2024-07-10T13:02:01Z","timestamp":1720616521000},"page":"1745-1776","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["Ready or not? Investigating in-service teachers\u2019 integration of learning analytics dashboard for assessing students\u2019 collaborative problem solving in K\u201312 classrooms"],"prefix":"10.1007","volume":"30","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2604-7993","authenticated-orcid":false,"given":"Yiming","family":"Liu","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xiao","family":"Hu","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jeremy Tzi Dong","family":"Ng","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Zhengyang","family":"Ma","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xiaoyan","family":"Lai","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2024,7,10]]},"reference":[{"key":"12842_CR1","doi-asserted-by":"publisher","first-page":"57","DOI":"10.1016\/j.compedu.2017.06.013","volume":"114","author":"W Admiraal","year":"2017","unstructured":"Admiraal, W., Louws, M., Lockhorst, D., Paas, T., Buynsters, M., Cviko, A., & van der Ven, F. 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