Human-centred learning analytics and AI in education: A systematic literature review
Monash University · Escuela Superior Politecnica del Litoral
Abstract
The rapid expansion of Learning Analytics (LA) and Artificial Intelligence in Education (AIED) offers new scalable, data-intensive systems but raises concerns about data privacy and agency. Excluding stakeholders—like students and teachers—from the design process can potentially lead to mistrust and inadequately aligned tools. Despite a shift towards human-centred design in recent LA and AIED research, there remain gaps in our understanding of the importance of human control, safety, reliability, and trustworthiness in the design and implementation of these systems. We conducted a systematic literature review to explore these concerns and gaps. We analysed 108 papers to provide insights about i) the current…
Citation impact
- FWCI
- 56.30
- Percentile
- 100%
- References
- 239
Authors
7Topics & keywords
- Analytics
- Automation
- Systematic review
- Computer science
- Knowledge management
- Control (management)
- Agency (philosophy)
- Data science
- Quality Education