Supporting self-regulated learning with learning analytics interventions – a systematic literature review

Abstract

During the past years scholars have shown an increasing interest in supporting students' self-regulated learning (SRL). Learning analytics (LA) can be applied in various ways to identify a learner’s current state of self-regulation and support SRL processes. It is important to examine how LA has been used to identify the need for support in different phases of SRL cycle, which channels are used to mediate the intervention and how efficient and impactful the intervention is. This will help the learners to achieve the anticipated learning outcomes. The systematic literature review followed PRISMA 2020 statement to examine studies that applied LA interventions to enhance SRL. The search terms used for this research identified 753 papers in May 2021. Of these, 56 studies included the elements of LA, SRL, and intervention. The reviewed studies contained various LA interventions aimed at supporting SRL, but only 46% of them revealed a positive impact of an intervention on learning. Furthermore, only four studies reported positive effects for SRL and covered all three SRL phases (planning, performance, and reflection). Based on the findings of this literature review, the key recommendation is for all phases of SRL to be considered when planning interventions to support learning. In addition, more comparative research on this topic is needed to identify the most effective interventions and to provide further evidence on the effectiveness of interventions supporting SRL.

Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies

“…Recently, there have been several systematic reviews in the field of ADLEs focusing on various aspects such as personal traits (Normadhi et al, 2019), roles of different stakeholders (Alajlani et al, 2023); personalization in ADLEs (Shemshack & Spector, 2020), from the point of view of computing education (Jamal et al, 2020), use of artificial intelligence (AI, Kabudi et al, 2021), flipped classrooms (Ainulluluah et al, 2022), and virtual assistants (Gubareva & Lopes, 2020), enhancing student performance (Anindyaputri et al, 2020), prediction of learning paths (Alzahrani et al, 2020) and anatomy of student models (Nakic et al, 2015) to name a few. Similarly, there have been numerous systematic reviews focusing on various aspects of SRL, such as SRL strategies within e-learning (Garcia et al, 2018), distance learning (Edisherashvili et al, 2022) and massive open online courses (MOOCs, Lee et al, 2019), SRL in higher education (Roth et al, 2016) and high schools (Kesuma et al, 2020), open learner models in SRL (Hooshyar et al, 2020), SRL in flipped classrooms (Rasheed et al, 2020), and the impact of learning analytic intervention (Heikkinen et al, 2023), to name a few. There have been relatively few systematic reviews that focus on SSRL in collaborative learning (Sulla et al, 2023), despite their significance for understanding the interplay between individual and collective learning processes.…”

“…While the literature features numerous systematic reviews on ADLEs (eg, Alajlani et al, 2023;Shemshack & Spector, 2020) and SRL (eg, Heikkinen et al, 2023;Kesuma et al, 2020), reviews focusing on both SRL and SSRL in collaborative contexts are less common. Importantly, there is a distinct gap in systematic reviews examining the intersection of SRL and SSRL within ADLEs.…”

Lifelong learner needs for human-centered self-regulated learning analytics

“…The integration of LA into SRL can help lifelong learners make informed decisions about their learning activities, monitor their progress and evaluate their performance. Although research has provided insightful understandings of SRL processes and LA support for SRL, previous studies have been mostly conducted in the context of K-12 and higher education (Heikkinen et al , 2022). Up to now, far too little attention has been paid to SRLA targeting lifelong learners.…”

“…Nevertheless, prior studies have called for better alignment between LA design and learning theories to maximize its impact on learning (Gašević et al , 2015). In particular, Heikkinen et al (2022) noted in their systematic literature review that achieving the full potential of SRLA requires that the different phases of SRL are considered when designing and developing LA solutions.…”

Self-Regulated Learning and Active Feedback of MOOC Learners Supported by the Intervention Strategy of a Learning Analytics System

“…Finally, many studies, such as the one presented by Heikkinen et al [58], utilised the visualisation provided by a dashboard as a means to enhance student self-regulated learning through learning analytics intervention strategies.…”