Reflections on different learning analytics indicators for supporting study success

Yau, J., & Ifenthaler, D. (2020). Reflections on different learning analytics indicators for supporting study success. International Journal of Learning Analytics and Artificial Intelligence for Education, 2(2), 4–23. doi:10.3991/ijai.v2i2.15639

 Common factors, which are related to study success include stu-dents’ sociodemographic factors, cognitive capacity, or prior academic perfor-mance, and individual attributes as well as course related factors such as active learning and attention or environmental factors related to supportive academic and social embeddedness. In addition, there are various stages of a learner’s learning journey from the beginning when commencing learning until its com-pletion, as well as different indicators or variables that can be examined to gauge or predict how successfully that journey can or will be at different points during that journey, or how successful learners may complete the study and thereby ac-quiring the intended learning outcomes. The aim of this research is to gain a deeper understanding of not only if learning analytics can support study success, but which aspects of a learner’s learning journey can benefit from the utilisation of learning analytics. We, therefore, examined different learning analytics indi-cators to show which aspect of the learning journey they were successfully sup-porting. Key indicators may include GPA, learning history, and clickstream data. Depending on the type of higher education institution, and the mode of education (face-to-face and/or distance), the chosen indicators may be different due to them having different importance in predicting the learning outcomes and study success. 

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