Five reviewed studies reported positive teacher-related impacts of LA support, including enhanced inquiry activity design, improved classroom practice, and increased teacher acceptance of LA tools¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Five studies emphasised teacher-related measurements, revealing positive outcomes in inquiry activity design, classroom practice, and teacher acceptance of LA tools. → Fan Chen 2025

Evidence¶

Fan Chen 2025¶

Fan Chen, Gaowei Chen. (2025). Learning analytics in inquiry-based learning: a systematic review. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10507-9

q2 · i? · review · r2

The review reports, from five teacher-focused primary studies it synthesises, qualitative assessments revealing "enhanced inquiry activity design", "improved classroom practice", and "increased teacher acceptance of LA tools".

"Assessments of teacher-related impacts integrated various qualitative data to reveal positive outcomes like enhanced inquiry activity design (Pishtari et al., 2024), improved classroom practice (Mavrikis et al., 2019; Tissenbaum & Slotta, 2019), and increased teacher acceptance of LA tools (Tissenbaum & Slotta, 2019)."

Discussion¶

Related Claims¶

• Four reviewed studies examined student-related impacts of LA-supported IBL on learning perception, activity engagement, content knowledge acquisition, and productive discourse — related
• Nine reviewed studies reported LA as reflective tools enhancing knowledge-building outcomes such as individual idea development and collective knowledge advancement — related