2024 | Italo Masiello, Zeynab (Artemis) Mohseni, Francis Palma, Susanna Nordmark, Hanna Augustsson, and Rebecka Rundquist
The article provides an overview of the current use of Learning Analytics Dashboards (LADs) in education, highlighting several key trends and research gaps. LADs are designed to collect, analyze, and visualize data to improve student learning. The review of systematic reviews reveals that the field of LADs is rapidly evolving, with a growing number of publications and a focus on higher education. Key trends include the increasing use of LADs, particularly in Western countries, the need for addressing inequalities and inclusiveness, the challenges of data privacy and ownership, the disconnect between predictive analytics and pedagogical interventions, and the potential of LADs in supporting self-regulated learning and game-based learning. The review also notes the lack of institutional strategies and the limited evidence of effectiveness in improving learning outcomes. The authors suggest that future research should focus on cross-cultural development, assessing the impact of LADs on learning processes, incorporating learning sciences, addressing biases, and strengthening ethical considerations.The article provides an overview of the current use of Learning Analytics Dashboards (LADs) in education, highlighting several key trends and research gaps. LADs are designed to collect, analyze, and visualize data to improve student learning. The review of systematic reviews reveals that the field of LADs is rapidly evolving, with a growing number of publications and a focus on higher education. Key trends include the increasing use of LADs, particularly in Western countries, the need for addressing inequalities and inclusiveness, the challenges of data privacy and ownership, the disconnect between predictive analytics and pedagogical interventions, and the potential of LADs in supporting self-regulated learning and game-based learning. The review also notes the lack of institutional strategies and the limited evidence of effectiveness in improving learning outcomes. The authors suggest that future research should focus on cross-cultural development, assessing the impact of LADs on learning processes, incorporating learning sciences, addressing biases, and strengthening ethical considerations.