Self-Service Learning Analytics (SSLA) tools aim to support educational stakeholders in creating learning analytics indicators without requiring technical expertise. While such tools promise user control and trans- parency, their effectiveness and adoption depend critically on usability aspects. This paper presents a compre- hensive usability evaluation and improvement of the Indicator Editor, a no-code, exploratory SSLA tool that enables non-technical users to implement custom learning analytics indicators through a structured workflow. Using an iterative evaluation approach, we conduct an exploratory qualitative user study, usability inspections of high-fidelity prototypes, and a workshop-based evaluation in an authentic educational setting with n = 46 students using standardized instruments, namely System Usability Scale (SUS), User Experience Question- naire (UEQ), and Net Promoter Score (NPS). Based on the evaluation findings, we derive concrete design implications that inform improvements in workflow guidance, feedback, and information presentation in the Indicator Editor. Furthermore, our evaluation provides practical insights for the design of usable SSLA tools.

翻译：自服务学习分析（SSLA）工具旨在支持教育利益相关者在无需技术专业知识的情况下创建学习分析指标。尽管此类工具承诺用户控制与透明度，但其有效性与采纳程度关键取决于可用性方面。本文对指标编辑器（Indicator Editor）进行了全面的可用性评估与改进，该编辑器是一种无代码、探索式SSLA工具，通过结构化工作流程使非技术用户能够实现自定义学习分析指标。采用迭代评估方法，我们开展了探索性定性用户研究、高保真原型的可用性审查，以及在真实教育环境中基于标准化工具（即系统可用性量表（SUS）、用户体验问卷（UEQ）和净推荐值（NPS））对46名学生进行的研讨会评估。基于评估结果，我们推导出具体的设计启示，以指导指标编辑器在工作流程引导、反馈机制和信息呈现方面的改进。此外，本评估为可用的SSLA工具设计提供了实践见解。