Large-scale studies regarding the effectiveness of learning analytics are still lacking¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Despite an increase in related research efforts in the last five years, large-scale studies regarding the effectiveness of learning analytics are still lacking, and there is a shortage of research on effectiveness and consequences especially regarding support of learning processes. → Dirk Ifenthaler 2021

Evidence¶

Dirk Ifenthaler 2021¶

Dirk Ifenthaler, David Gibson, Doreen Prasse, Atsushi Shimada, Masanori Yamada. (2021). Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09909-8

q2 · i? · review · r1

This is the article's literature-review assertion about the state of the field, noting that most implementations are located in the UK, USA and Australia. The review states that "large-scale studies regarding the effectiveness of learning analytics are still lacking"; it offers no effect sizes for this field-level judgement.

"Although in the last five years, there has been an increase in the number of related research efforts (Gašević et al. 2015,2017,2019; Rienties and Toetenel 2016; Tempelaar et al. 2015), large-scale studies regarding the effectiveness of learning analytics are still lacking (Mah et al. 2019; Wong et al. 2019)."

Discussion¶

Related Claims¶

• Learning analytics approaches show promise for supporting study success and identifying students at risk of dropping out, but rigorous large-scale evidence of effectiveness is still lacking — possibly the same claim (merge candidate)
• There is a lack of consensus regarding student-, intervention-, and setting-level variables supporting self-monitoring use in schools — related