LA is used in higher-education feedback studies for a range of objectives beyond improving feedback itself, with reflection the most common (43% of studies)¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across 46 reviewed studies, LA feedback objectives included reflection (43%), personalization (28%), prediction (24%), assessment (24%), adaptation (22%), recommendation (22%) and monitoring (13%). → Seyyed Kazem Banihashem 2022

Evidence¶

Seyyed Kazem Banihashem 2022¶

Seyyed Kazem Banihashem, Omid Noroozi, Stan van Ginkel, Leah P. Macfadyen, Harm J.A. Biemans. (2022). A systematic review of the role of learning analytics in enhancing feedback practices in higher education. Educational Research Review. https://doi.org/10.1016/j.edurev.2022.100489

q2 · i? · review · r3

Systematic review of 46 studies coded with a four-category scheme (inter-rater agreement κ = 0.84). The review reports that objectives "have gone beyond sole improvements of feedback practices"; Table 4 lists reflection in 20 studies (43%) and personalization in 13 (28%).

"The objectives we found for the use of LA in feedback studies have gone beyond sole improvements of feedback practices in higher education and it has included additional pedagogical objectives."

Discussion¶

Related Claims¶

• LA-enhanced feedback practices are associated with improved student academic performance, the most frequently reported pedagogical objective (37% of studies) — related
• Trace data is the dominant data type LA uses to support feedback in higher education (36% of coded data types) — related
• AI is implemented in SRL research primarily as an intervention, most often through adaptive systems and personalization — related
• Formative-assessment-based LA shows positive effects on achievement, motivation, and understanding, with personalized feedback reading time mattering — related