With the development of a technology‐supported environment, it is plausible to provide rich process‐oriented feedback in a timely manner. In this paper, we developed a learning analytics dashboard (LAD) based on process‐oriented feedback in iTutor to offer learners their final scores, sub‐scale reports, and corresponding suggestions on further learning content. We adopted a quasi‐experimental design to investigate the effectiveness of the report on students' learning. Ninety‐four freshman from two classes participated in this research. The two classes were divided into the LAD group and the original analytics report (OAR) based on a product‐oriented feedback group. Before the experiment, all the students took the prior knowledge assessment. After a semester's instruction, all the students took the post‐test of the summative assessment. Results indicated that students in the LAD group experienced better learning effectiveness than students in the OAR group. LAD based on process‐oriented feedback was also effective in improving the skill learning effectiveness of the students with low‐level prior knowledge. Lay Description What is already known about this topic: Feedback is crucial and a growing body of research has investigated the effect of types of feedback. Process‐oriented feedback is continually incorporated in assessment process to support learning. Learning analytics dashboard (LAD) is a great tool for delivering feedback to students. What this paper adds: Develop a LAD based on process‐oriented feedback and implement it in iTutor. Analyse and visualize process‐oriented feedback content based on the process data automatically collected by iTutor. Verify the effectiveness of LAD based on process‐oriented feedback through a quasi‐experiment. Implications for practise and/or policy: Process‐oriented feedback is the main embodiment of learning analysis technology. Students with low prior knowledge benefit more from LAD based on process‐oriented feedback.