The impact of learning analytics interventions on learning achievements: a meta-analysis of research from 2012 to 2021

ABSTRACTLearning analytics has received increasing attention in the field of education. However, few studies have investigated the overall impact of learning analytics interventions on learning achievements. This study aims to close this research gap and examine the sizes of the overall effects of learning analytics interventions on learning achievements according to research conducted from 2012 to 2021. In total, 33 empirical studies including 3098 participants were synthesized in the present meta-analysis. The findings revealed that learning analytics interventions had a large effect size on learning achievements. Furthermore, the impacts of 13 moderator variables were analyzed in depth. The results indicated that sample levels, learning domains, learning approaches, learning analytics technologies, and learning analytics metrics significantly moderated the effectiveness of learning analytics interventions. These findings and their implications for the use of learning analytics interventions were discussed in depth.KEYWORDS: Learning analyticsmeta-analysislearning achievementeffect sizemoderator Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis study is funded by the International Joint Research Project of Huiyan International College, Faculty of Education, Beijing Normal University (ICER202101).Notes on contributorsLanqin ZhengLanqin Zheng currently works as an associate professor at the Faculty of Education in Beijing Normal University. Her research interests include computer supported collaborative learning, learning analytics, and AIED.Yunchao FanYunchao Fan, Lei Gao, and Zichen Huang are master students at the Faculty of Education in Beijing Normal University. Their research interests include computer supported collaborative learning and learning analytics.