Learning analytics has been emerging as a breakthrough research and practice domain for educational technology (Campbell, DeBlois, & Oblinger, 2007; Elias, 2011). Learning Analytics Dashboard (LAD), which is a visual presentation of data mining results regarding individual learners` online learning behaviors, has been suggested as an effective intervention strategy for their learning and performance (Jo & Yu, 2013, ; Van Barneveld, Arnold, & Campbell, 2012). However, only a paucity of empirical studies regarding the design strategy of and usability of online dashboard interventions has been reported (Koulocheri & Xenos, 2013). The purpose of this study was to investigate the user experience with visual dashboard designed and developed based on the learning analytics perspective. Information provided in visual dashboard was composed of graphs representing the results of statistical analysis including total log-in time, total log-in frequency, log-in regularity, visits on board, time spent on board and visits on repository. However, it was assumed that these statistical representations may not be easily understood to students. As a result, it is possible not to find maximum effects intended by the dashboard designers. Therefore, as an empirical study, we conducted a usability test of LAD and investigated students` real-time responses on LAD. Qualitative research method including stimulated recall protocol was employed. Users` experience on LAD was recorded through the software Morae and interviews were conducted with 6 college students. The results of the study provide useful insights on how to design and develop an instructionally effective and psychologically intuitive dashboard as an intervention of learning analytics.