This paper presents a systematic literature review of learning analytics dashboards (LADs) research that reports empirical findings to assess the impact on learning and teaching. Several previous literature reviews identified self-regulated learning as a primary focus of LADs. However, there has been much less understanding how learning analytics are grounded in the literature on self-regulated learning and how self-regulated learning is supported. To address this limitation, this review analyzed the existing empirical studies on LADs based on the well-known model of self-regulated learning proposed by Winne and Hadwin. The results show that existing LADs are rarely grounded in learning theory, cannot be suggested to support metacognition, do not offer any information about effective learning tactics and strategies, and have significant limitations in how their evaluation is conducted and reported. Based on the findings of the study and through the synthesis of the literature, the paper proposes that future research and development should not make any a priori design decisions about representation of data and analytic results in learning analytics systems such as LADs. To formalize this proposal, the paper defines the model for user-centered learning analytics systems (MULAS). The MULAS consists of the four dimensions that are cyclically and recursively interconnected including: theory, design, feedback, and evaluation.

中文翻译：

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对学习分析仪表盘的实证研究进行系统回顾：一种自我调节的学习视角

本文对学习分析仪表板（LAD）研究进行了系统的文献综述，报告了实证研究结果以评估对学与教的影响。先前的几篇文献评论都将自我调节学习作为LAD的主要重点。但是，对于如何在自律式学习中建立学习分析基础以及如何支持自律式学习的了解很少。为了解决这一局限性，本综述基于Winne和Hadwin提出的众所周知的自我调节学习模型，分析了有关LAD的现有经验研究。结果表明，现有的LAD很少以学习理论为基础，不能被建议支持元认知，不能提供有关有效学习策略和策略的任何信息，并且在评估和报告方式上存在重大局限性。根据研究结果，并结合文献综述，提出今后的研究开发不应先验在学习分析系统（例如LAD）中进行有关数据表示和分析结果的设计决策。为了使该建议正式化，本文定义了以用户为中心的学习分析系统（MULAS）的模型。MULAS由周期性和递归互连的四个维度组成，包括：理论，设计，反馈和评估。