Scoping Review on the Role of Learning Analytics in Assessing and Fostering Creativity in Educational Contexts

Abstract

Learning Analytics (LA) is increasingly applied to assess and foster creativity in educational settings. Whereas existing applications have shown promise in STEM contexts, less is known about the diversity of approaches across educational domains. Therefore, we conducted a scoping review that systematically mapped LA applications for creativity in educational contexts. Searches returned 278 articles, with 41 studies meeting eligibility criteria. Analysis revealed five fundamental mechanisms through which LA fosters creativity: process visualization, adaptive feedback, automated pattern recognition, behavioural analytics, and real-time intervention. Computational creativity (10 studies) was the most prevalent conceptualization, with log data as the primary source (12 studies) and automated assessment via platform-based metrics as the leading approach (10 studies). Programming platforms represented the main technological applications (11 studies), while collaborative learning was the most common pedagogical strategy (7 studies). Problem-solving emerged as the most frequently linked complementary skill (17 studies). However, research showed extensive STEM focus; methodological fragmentation, with 38 studies lacking specified study duration; and theoretical gaps, with nine studies missing explicit theoretical frameworks. These findings highlight LA’s transformative potential for creativity assessment and fostering while revealing opportunities for interdisciplinary expansion and methodological standardization. Notes for Practice • LA enables creativity assessment through five core mechanisms: process visualization, adaptive feedback, automated pattern recognition, behavioural analytics, and real-time intervention. Programming platforms like Kodetu demonstrate how these mechanisms transform creativity evaluation from static to dynamic analysis. • Log data analysis and automated assessment show scalability for creativity evaluation, but the field requires stronger theoretical grounding and explicit study design specifications to advance methodological rigour. • Current research shows predominant STEM focus despite creativity’s historical emphasis on arts and humanities. This reflects LA tool limitations rather than data absence, as digital art platforms offer unexplored opportunities. • Educational designers should prioritize developing LA frameworks for non-STEM creative domains while maintaining methodological rigour across diverse educational contexts.