Human-centred learning analytics and AI in education: A systematic literature review
Open accessAbstract
The rapid expansion of Learning Analytics (LA) and Artificial Intelligence in Education (AIED) offers new scalable, data-intensive systems but raises concerns about data privacy and agency. Excluding stakeholders—like students and teachers—from the design process can potentially lead to mistrust and inadequately aligned tools. Despite a shift towards human-centred design in recent LA and AIED research, there remain gaps in our understanding of the importance of human control, safety, reliability, and trustworthiness in the design and implementation of these systems. We conducted a systematic literature review to explore these concerns and gaps. We analysed 108 papers to provide insights about i) the current state of human-centred LA/AIED research; ii) the extent to which educational stakeholders have contributed to the design process of human-centred LA/AIED systems; iii) the current balance between human control and computer automation of such systems; and iv) the extent to which safety, reliability and trustworthiness have been considered in the literature. Results indicate some consideration of human control in LA/AIED system design, but limited end-user involvement in actual design. Based on these findings, we recommend: 1) carefully balancing stakeholders' involvement in designing and deploying LA/AIED systems throughout all design phases 2) actively involving target end-users, especially students, to delineate the balance between human control and automation, and 3) exploring safety, reliability, and trustworthiness as principles in future human-centred LA/AIED systems.
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Scaffolding students with LLM-generated content that contains hallucination may break the safety, reliability, and trustworthiness requirements of AI-powered learning technologies.
“We note that scaffolding students with LLM-generated content that contains hallucination may break the safety, reliability, and trustworthiness requirements of AI-powered learning technologies (Alfredo et al., 2024).”
From Towards reliable generative AI-driven scaffolding: Reducing hallucinations and enhancing quality in self-regulated learning support (2026) · cites this paper as Alfredo et al., 2024
Section 4.4.2 (p. 14) reports that inaccurate information from educational AI systems can introduce unreliability, and Section 5.4 (p. 20) describes safety, reliability, and trustworthiness as interconnected. The paper does not specifically address LLM-generated scaffolding or hallucinations, so it supports the general concern but not that particular application. (LLM, conf=0.86)
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Self-citationExploring The Future of Data-Driven Product Design
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Artificial Intelligence and the Fourth Industrial Revolution
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Knowledge-Based Design Analytics for Authoring Courses with Smart Learning Content
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Learning Analytics Dashboard Research Has Neglected Diversity, Equity and Inclusion
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A Mixed-Method Study of How Instructors Design for Learning in Online and Distance Education
Nguyen, Q., Rienties, B., & Whitelock, D. M. (2020) · Journal of Learning Analytics · doi:10.18608/jla.2020.73.6 · Cited by 17 · see citing works
Proceedings of the Eighth ACM Conference on Learning @ Scale
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Practicable Learning Analytics
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Zhao, F., Liu, G.-Z., Zhou, J., & Yin, C. (2023) · DOAJ (DOAJ: Directory of Open Access Journals) · doi:10.30191/ets.202301_26(1).0010 · Cited by 16 · see citing works
FoLA2 — A Method for Co-creating Learning Analytics–Supported Learning Design
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Ethics of Artificial Intelligence in Education
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Guidance counselor reports of the ASSISTments college prediction model (ACPM)
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Intelligent Tutoring for Surgical Decision Making: a Planning-Based Approach
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Self-citationDesigning a Tangible Learning Environment with a Teachable Agent
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Contextualising Learning Analytics with Classroom Observations: A Case study
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Challco, G. C., Bittencourt, I. I., & Isotani, S. (2020) · Lecture notes in computer science · doi:10.1007/978-3-030-52237-7_7 · Cited by 10 · see citing works
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ToneWars: Connecting Language Learners and Native Speakers through Collaborative Mobile Games
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AutomataStage: an AR-mediated Creativity Support Tool for Hands-on Multidisciplinary Learning
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A Multi-Stakeholder Perspective of Analytics for Learning Design in Location-Based Learning
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Supporting instructors in the design of actionable feedback for MOOCs
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- Fernandez-Nieto, G.M., Martinez-Maldonado, R., Echeverria, V., Kitto, K., Gaševi´ c, D., Buckingham Shum, S., 2024. Data storytelling editor: A teacher-centred tool for customising learning analytics dashboard narratives, in: LAK24: 14th International Learning Analytics and Knowledge Conference.
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- Moya, B., Eaton, S.E., Pethrick, H., Hayden, K.A., Brennan, R., Wiens, J., McDermott, B., Lesage, J., 2023. Academic integrity and artificial intelligence in higher education contexts: A rapid scoping review protocol. Canadian Perspectives on Academic Integrity 5, 59-75.
- Shetty, S.V., Guruvyas, K.R., Patil, P.P., Acharya, J.J., 2022. Essay Scoring Systems Using AI and Feature Extraction: A Review, in: Proceedings of Third International Conference on Communication, Computing and Electronics Systems. Springer, Singapore, pp. 45-57. doi:doi:10.1007/978-981-16-8862-1\_4. · DOI
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Large language models meet user interfaces: The case of provisioning feedback
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“Hence, addressing this hallucination type is crucial to ensuring the reliability, safety, and trustworthiness in personalised scaffold generated based on LLMs and thus follow the principles of human-centred LA/AIED systems (Alfredo et al., 2024).”
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Human‐Centred Learning Analytics: 2019–24
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Innovación educativa con sistemas de aprendizaje adaptativo impulsados por Inteligencia Artificial
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- Authors
- Alfredo, R., Echeverria, V., Jin, Y., Yan, L., Swiecki, Z., Gašević, D., & Martinez-Maldonado, R.
- Affiliations
- Monash University (AU)
- Corresponding author
- Alfredo, Riordan
- Venue
- Computers and Education: Artificial Intelligence
- Publisher
- Elsevier BV
- Published
- 2024-06
- Volume
- 6
- Pages
- 100215
- ISSN
- 2666-920X (ISSN-L)
- OpenAlex
- W4392769397
- Cited by
- 281
- References
- 211
- Citations by year
- 2026: 165 · 2025: 93 · 2024: 22 · 2023: 1
- FWCI
- 21.16
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Computers and Education Artificial Intelligence (publishedVersion, cc-by-nc)
- arXiv (Cornell University) (submittedVersion, cc-by)
- Monash University Research Portal (Monash University) (submittedVersion, cc-by-nc)
- HAL (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- arXiv (Cornell University) (cc-by)
- Funders
- Australian Research Council
- Jacobs Foundation
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Keywords
- learning analytics, artificial intelligence in education, human-centered design, stakeholder engagement, human control, automation, data privacy, agency, trustworthiness, safety and reliability, end-user involvement
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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