Learning Analytics in the Era of Large Language Models

Abstract

Learning analytics (LA) has the potential to significantly improve teaching and learning, but there are still many areas for improvement in LA research and practice. The literature highlights limitations in every stage of the LA life cycle, including scarce pedagogical grounding and poor design choices in the development of LA, challenges in the implementation of LA with respect to the interpretability of insights, prediction, and actionability of feedback, and lack of generalizability and strong practices in LA evaluation. In this position paper, we advocate for empowering teachers in developing LA solutions. We argue that this would enhance the theoretical basis of LA tools and make them more understandable and practical. We present some instances where process data can be utilized to comprehend learning processes and generate more interpretable LA insights. Additionally, we investigate the potential implementation of large language models (LLMs) in LA to produce comprehensible insights, provide timely and actionable feedback, enhance personalization, and support teachers’ tasks more extensively.