Learning analytics (LA) offers new opportunities to enrich feedback practices in higher education, but little is understood about the ways different LA can enhance feedback practices for educators and students. This systematic literature review maps the current state of implementation of LA to improve feedback practices in technology-mediated learning environments in higher education. We used strict inclusion criteria to select relevant studies that have investigated the role of LA on feedback practices. To identify common features of LA for feedback studies, we coded relevant publications using an analytical framework that identifies four key dimensions of LA systems: what (types of data), how (analytic methods), why (objectives), and how educators and students are served by LA (stakeholders). Based on findings, we propose a conceptual framework that can guide the implementation of LA for feedback systems and also suggest future empirical research in this area.

学习分析 (LA) 为丰富高等教育中的反馈实践提供了新的机会，但人们对不同的 LA 可以增强教育工作者和学生的反馈实践的方式知之甚少。这篇系统的文献综述描绘了 LA 的实施现状，以改善高等教育中以技术为媒介的学习环境中的反馈实践。我们使用严格的纳入标准来选择调查 LA 在反馈实践中的作用的相关研究。为了确定用于反馈研究的 LA 的共同特征，我们使用一个分析框架对相关出版物进行了编码，该分析框架确定了 LA 系统的四个关键维度：什么（数据类型）、如何（分析方法）、为什么（目标）以及教育者和学生如何由 LA（利益相关者）提供服务。根据调查结果，