Investigating the Potential and Challenges of Learning Analytics Tools in Brazilian Education Through Developer Insights

Abstract

Learning analytics (LA) tools hold promise for transforming educational practices, providing insights into student performance, and aiding instructional planning. Despite the growing body of literature, the integration of these tools into daily educational processes remains a complex challenge. Latin America has experienced a significant expansion in its literature on Learning Analytics, with Brazil being one of the most important exponents. This study investigates the viewpoints of developers behind learning analytics tools in Brazil, in order to understand their perceptions about the potential and limitations of the tools. Using a multiple case study design with a qualitative approach, we conducted in-depth interviews with six developers actively involved in creating learning analytics solutions. Our findings reveal three overarching categories: (i) Functionality of the Learning Analytics Tools, which includes applications such as predicting dropout risks, automated feedback, and didactic course planning; (ii) Motivations and potentialities, highlighting integration with academic systems and the facilitation of pedagogical interventions; and (iii) Limits and barriers, identifying challenges from socioeconomic, technical, and pedagogical perspectives. This research underscores the significance and potential impact of learning analytics tools in the educational landscape. As a next step, we recommend expanding the scope of investigated tools and further exploring the effective utilization of analyzed data, as well as assessing the overall effectiveness of interventions. This study contributes valuable insights to both the academic discourse on learning analytics and the practical implementation of these tools in educational settings, particularly within the context of Brazilian developers' perspectives.