Student perspectives on learning analytics

Alice Lin; Areti Manataki; Angela Miguel

doi:10.1109/ICALT64023.2025.00034

Student perspectives on learning analytics

Alice Lin, Areti Manataki^*, Angela Miguel

^*Corresponding author for this work

School of Computer Science

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

Learning Analytics has drawn the attention of higher education institutions in recent years as a promising approach to improving learning and teaching. Even though students are key stakeholders for Learning Analytics, there is a lack of student perspectives in institutional decision-making and the body of research shedding light on student views is limited. This paper aims to address this gap by exploring student perspectives on Learning Analytics through interviews and focus groups with 18 student participants from a university in Scotland. Key findings include a general lack of awareness of the term ‘learning analytics', a desire for customisation and anonymity, and a positive attitude towards dashboards. A number of dashboard design mock-ups were co-designed with student participants, incorporating several of their expectations from Learning Analytics.

Original language	English
Title of host publication	Proceedings of the 2025 IEEE international conference on advanced learning technologies (ICALT)
Editors	Maiga Chang, Scott Chen, Rita Kuo, Demetrious Sampson, Ahmed Tlili, Pei-Shu Tsai
Place of Publication	Piscataway, NJ
Publisher	IEEE Computer Society
Pages	101-103
Number of pages	3
ISBN (Electronic)	9798331565305
ISBN (Print)	9798331565312
DOIs	https://doi.org/10.1109/ICALT64023.2025.00034
Publication status	Published - 17 Oct 2025

Publication series

Name	IEEE International Conference on Advanced Learning Technologies (ICALT)
Publisher	IEEE
ISSN (Print)	2161-3761
ISSN (Electronic)	2161-377X

Keywords

Learning analytics
Student perspectives
Co-design
Higher education

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10.1109/ICALT64023.2025.00034

Lin_et_al_Student_perspectives_on_learning_analytics_ICALT_2025_AAM_CCBY
Copyright © 2025 the Authors. This work has been made available online in accordance with the University of St Andrews Open Access policy. This accepted manuscript is distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. The final published version of this work is available at https://doi.org/10.1109/ICALT64023.2025.00034.
Accepted author manuscript, 891 KBLicence: CC BY

Cite this

Lin, A., Manataki, A., & Miguel, A. (2025). Student perspectives on learning analytics. In M. Chang, S. Chen, R. Kuo, D. Sampson, A. Tlili, & P.-S. Tsai (Eds.), Proceedings of the 2025 IEEE international conference on advanced learning technologies (ICALT) (pp. 101-103). Article 11194855 (IEEE International Conference on Advanced Learning Technologies (ICALT)). IEEE Computer Society. https://doi.org/10.1109/ICALT64023.2025.00034

Lin, Alice ; Manataki, Areti ; Miguel, Angela. / Student perspectives on learning analytics. Proceedings of the 2025 IEEE international conference on advanced learning technologies (ICALT). editor / Maiga Chang ; Scott Chen ; Rita Kuo ; Demetrious Sampson ; Ahmed Tlili ; Pei-Shu Tsai. Piscataway, NJ : IEEE Computer Society, 2025. pp. 101-103 (IEEE International Conference on Advanced Learning Technologies (ICALT)).

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abstract = "Learning Analytics has drawn the attention of higher education institutions in recent years as a promising approach to improving learning and teaching. Even though students are key stakeholders for Learning Analytics, there is a lack of student perspectives in institutional decision-making and the body of research shedding light on student views is limited. This paper aims to address this gap by exploring student perspectives on Learning Analytics through interviews and focus groups with 18 student participants from a university in Scotland. Key findings include a general lack of awareness of the term {\textquoteleft}learning analytics', a desire for customisation and anonymity, and a positive attitude towards dashboards. A number of dashboard design mock-ups were co-designed with student participants, incorporating several of their expectations from Learning Analytics.",

keywords = "Learning analytics, Student perspectives, Co-design, Higher education",

author = "Alice Lin and Areti Manataki and Angela Miguel",

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Lin, A, Manataki, A & Miguel, A 2025, Student perspectives on learning analytics. in M Chang, S Chen, R Kuo, D Sampson, A Tlili & P-S Tsai (eds), Proceedings of the 2025 IEEE international conference on advanced learning technologies (ICALT)., 11194855, IEEE International Conference on Advanced Learning Technologies (ICALT), IEEE Computer Society, Piscataway, NJ, pp. 101-103. https://doi.org/10.1109/ICALT64023.2025.00034

Student perspectives on learning analytics. / Lin, Alice; Manataki, Areti ; Miguel, Angela.
Proceedings of the 2025 IEEE international conference on advanced learning technologies (ICALT). ed. / Maiga Chang; Scott Chen; Rita Kuo; Demetrious Sampson; Ahmed Tlili; Pei-Shu Tsai. Piscataway, NJ: IEEE Computer Society, 2025. p. 101-103 11194855 (IEEE International Conference on Advanced Learning Technologies (ICALT)).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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T1 - Student perspectives on learning analytics

AU - Lin, Alice

AU - Manataki, Areti

AU - Miguel, Angela

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N2 - Learning Analytics has drawn the attention of higher education institutions in recent years as a promising approach to improving learning and teaching. Even though students are key stakeholders for Learning Analytics, there is a lack of student perspectives in institutional decision-making and the body of research shedding light on student views is limited. This paper aims to address this gap by exploring student perspectives on Learning Analytics through interviews and focus groups with 18 student participants from a university in Scotland. Key findings include a general lack of awareness of the term ‘learning analytics', a desire for customisation and anonymity, and a positive attitude towards dashboards. A number of dashboard design mock-ups were co-designed with student participants, incorporating several of their expectations from Learning Analytics.

AB - Learning Analytics has drawn the attention of higher education institutions in recent years as a promising approach to improving learning and teaching. Even though students are key stakeholders for Learning Analytics, there is a lack of student perspectives in institutional decision-making and the body of research shedding light on student views is limited. This paper aims to address this gap by exploring student perspectives on Learning Analytics through interviews and focus groups with 18 student participants from a university in Scotland. Key findings include a general lack of awareness of the term ‘learning analytics', a desire for customisation and anonymity, and a positive attitude towards dashboards. A number of dashboard design mock-ups were co-designed with student participants, incorporating several of their expectations from Learning Analytics.

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KW - Student perspectives

KW - Co-design

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DO - 10.1109/ICALT64023.2025.00034

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BT - Proceedings of the 2025 IEEE international conference on advanced learning technologies (ICALT)

A2 - Chang, Maiga

A2 - Chen, Scott

A2 - Kuo, Rita

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A2 - Tlili, Ahmed

A2 - Tsai, Pei-Shu

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Lin A, Manataki A , Miguel A. Student perspectives on learning analytics. In Chang M, Chen S, Kuo R, Sampson D, Tlili A, Tsai PS, editors, Proceedings of the 2025 IEEE international conference on advanced learning technologies (ICALT). Piscataway, NJ: IEEE Computer Society. 2025. p. 101-103. 11194855. (IEEE International Conference on Advanced Learning Technologies (ICALT)). doi: 10.1109/ICALT64023.2025.00034

Student perspectives on learning analytics

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