This review provides an overview of the current state of learning analytics dashboards (LADs) in education. The authors summarize recent systematic reviews to identify research trends and key areas for future investigation. They highlight that learning analytics research is growing rapidly, with increasing focus on inequality, inclusiveness, data ownership, and privacy. While LADs offer potential for improving student learning through visualization and data-driven insights, there are challenges in translating these insights into effective pedagogical actions. The integration of learning sciences with information science is seen as a way to enhance the value of LADs in education. Key trends identified include the rapid growth of LAD research, especially in higher education, and the increasing use of data visualization techniques. However, there is a lack of institutional strategies and ethical considerations in LA research. The use of LADs is often limited to higher education, with fewer studies focusing on K12 students. Ethical issues such as data privacy and ownership are significant concerns, and there is a need for more research on inclusiveness and disability. Additionally, while predictive analytics show promise, their effectiveness in improving learning outcomes remains limited. The review also highlights the potential of self-regulated learning and game-based learning in LADs, but these areas are not fully explored. The authors suggest that future research should focus on improving the design of LADs, incorporating learning theories, and addressing ethical and legal issues. They emphasize the importance of collaboration between researchers and developers to enhance the effectiveness of LADs in education. Overall, the review underscores the growing importance of LADs in education and the need for further research to address existing challenges and opportunities.This review provides an overview of the current state of learning analytics dashboards (LADs) in education. The authors summarize recent systematic reviews to identify research trends and key areas for future investigation. They highlight that learning analytics research is growing rapidly, with increasing focus on inequality, inclusiveness, data ownership, and privacy. While LADs offer potential for improving student learning through visualization and data-driven insights, there are challenges in translating these insights into effective pedagogical actions. The integration of learning sciences with information science is seen as a way to enhance the value of LADs in education. Key trends identified include the rapid growth of LAD research, especially in higher education, and the increasing use of data visualization techniques. However, there is a lack of institutional strategies and ethical considerations in LA research. The use of LADs is often limited to higher education, with fewer studies focusing on K12 students. Ethical issues such as data privacy and ownership are significant concerns, and there is a need for more research on inclusiveness and disability. Additionally, while predictive analytics show promise, their effectiveness in improving learning outcomes remains limited. The review also highlights the potential of self-regulated learning and game-based learning in LADs, but these areas are not fully explored. The authors suggest that future research should focus on improving the design of LADs, incorporating learning theories, and addressing ethical and legal issues. They emphasize the importance of collaboration between researchers and developers to enhance the effectiveness of LADs in education. Overall, the review underscores the growing importance of LADs in education and the need for further research to address existing challenges and opportunities.