Conceptual modeling education benefits from technological support due to the complex nature of the learning processes required to master modeling skills. Along with existing modeling and prototyping tools, providing feedback to students using Learning Analytics Dashboards (LADs) can enhance their learning experience. To interpret LADs, students are provided with a frame of reference, often peer comparison, although its effectiveness is debated. This study presents two LADs used to provide feedback to students from diverse backgrounds enrolled in a conceptual modeling course: a default-LAD with mastery and progress reference frames, and an extended peer-LAD that also includes a performance reference frame. We examine students’ preferences for LAD visuals, the relationship between their study activity and performance, and the relationship between the use patterns of different LAD versions and student activity and performance. The results show that most of the relationships are significant only for the peer-enhanced LAD and are stronger for students with less modeling experience, underscoring the value of peer LADs for novice modelers.