Human-Centred Learning Analytics: Opportunities and Challenges

Abstract

The notion of Human-Centered Learning Analytics (HCLA) is gaining traction as educators and learning analytics (LA) researchers recognise the need to align artificial intelligence (AI) technologies with particular educational contexts. This has led an increasing number of researchers to adopt participatory approaches, such as co-design and participatory design, to involve educators and students in the design and development of LA systems. However, some experts contend that HCLA must go beyond stakeholder involvement and prioritize safety, reliability, trustworthiness, and finding a balance between human control and AI automation. Drawing from recent research in the field and the author’s first-hand experiences in conducting HCLA research, this paper discusses opportunities and challenges associated with HCLA. This paper highlights that the adoption of human-centred design approaches can help develop LA systems that align with pedagogical intentions by enabling dialogue among stakeholders and leveraging their expertise and lived experiences. The paper also highlights the crucial need to address ethical, technical, and methodological challenges specific to educational and data contexts for effectively applying human-centred design in the development of learning analytics systems. The paper concludes with recommendations for future research and practice, emphasising the importance of defining the scope of HCLA and continuing collaboration among LA researchers, practitioners, learning scientists, and educational stakeholders to advance the development of HCLA to support meaningful and effective learning experiences.