Present research and development offer various learning analytics tools providing insights into different aspects of learning processes. Adoption of a specific tool for practice is based on how its learning analytics are perceived by educators to support their pedagogical and organizational goals. In this paper, we propose and empirically validate a Learning Analytics Acceptance Model -LAAM- of factors influencing the beliefs of educators concerning the adoption a learning analytics tool. In particular, our model explains how the usage beliefs -i.e., ease-of-use and usefulness perceptions- about the learning analytics of a tool are associated with the intention to adopt the tool. In our study, we considered several factors that could potentially affect the adoption beliefs: i- pedagogical knowledge and information design skills of educators; ii- educators\\\' perceived utility of a learning analytics tool; and iii- educators\\\' perceived ease-of-use of a learning analytics tool. By following the principles of Technology Acceptance Model, the study is done with a sample of educators who experimented with a LOCO-Analyst tool. Our study also determined specific analytics types that are primary antecedence of perceived usefulness -concept comprehension and social interaction- and ease-of-use -interactive visualization-.

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