Where is the Learning in Learning Analytics? A Systematic Literature Review on the Operationalization of Learning-Related Constructs in the Evaluation of Learning Analytics Interventions

Abstract

Learning technologies enable interventions in the learning process aiming to improve learning. Learning analytics provides such interventions based on analysis of learner data, which are believed to have beneficial effects on both learning and the learning environment. Literature reporting on the effects of learning analytics interventions on learning allows us to assess in what way learning analytics improves learning. No standard set of operational definitions for learning affected by learning analytics interventions is available. We performed a systematic literature review of 1932 search hits, which yielded 62 key studies. We analyzed how affected learning was operationalized in these key studies and classified operational definitions into three categories: 1) learning environment; 2) learning process; and 3) learning outcome. A deepening analysis yielded a refined classification scheme with 11 subcategories. Most of the analyzed studies relate to either learning outcome or learning process. Only nine of the key studies relate to more than one category. Given the complex nature of applying learning analytics interventions in practice, measuring the effects on a wider spectrum of aspects can give more insight into the workings of learning analytics interventions on the different actors, processes, and outcomes involved. Based on the results of our review, we recommend making deliberate decisions on the (multiple) aspects of learning one tries to improve by applying learning analytics. Our refined classification with examples of operational definitions may help both academics and practitioners doing so, as it allows for a more structured, grounded, and comparable positioning of learning analytics benefits.