ARTÍCULO DE CONFERENCIA
Learning Analytics to Support the Provision of Feedback in Higher Education: a Systematic Literature Review
Fecha
2022Registro en:
978-166546521-2
0000-0000
10.1109/LACLO56648.2022.10013324
Autor
De laet, Tinne
Solano Quinde, Lizandro Damian
Silva Feraud, Ivan Francisco
Zuñiga Prieto, Miguel Angel
Núñez, Ana Gabriela
Echeverria Barzola, Vanessa Ivonne
Institución
Resumen
The digital transformation in higher education (HE) makes it important for students to acquire self-regulated learning (SRL) skills. Timely feedback is considered a powerful means for developing these skills, and learning analytics (LA) is a promising approach for high-quality and scalable feedback. This paper presents a systematic literature review on LA feedback tools to improve SRL skills in HE hereby contributing to the understanding of the current state of the art and the identification of remaining existing gaps. After reviewing 31 articles, our results indicate that research on LA feedback tools to support
SRL is relatively limited and these investigations often lack a solid theoretical basis in SRL. We also found that these LA feedback tools are mostly targeted to students, and that there is a limited evaluation of the impact of these LA feedback tools. This
systematic literature review calls to action to perform empirical research for measuring the impact of these tools.