The DOI matches its Crossref record; 205 of the 219 references it cites were found in a registry or an index, and 14 are not checked yet.
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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“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
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Items 201–219 of 219
Boateng, S., Alex, J. K., Adelabu, F. M., Sihele, T., & Momoti, V. (2022) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.21.6.18 · Cited by 6
Towards a Tutoring System to Support Robotics Activities in Classrooms – Two Wizard-of-Oz Studies
Schulz, S., McLaren, B. M., & Niels Pinkwart, C. (2022) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-022-00305-2 · Cited by 6
From Asymptomatics to Zombies: Visualization-Based Education of Disease Modeling for Children
Mcneill, G., Sondag, M., Powell, S., Asplin, P., Turkay, Ç., Moller, F., & Archambault, D. (2023) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3544548.3581573 · Cited by 6
LAK23: 13th International Learning Analytics and Knowledge Conference
(2023) · doi:10.1145/3576050 · Cited by 6
Bishop, E., Allington, D., Ringrose, T., Martin, C. E., Aldea, A., Maira, G., Vargas, F. M. L., Leal, Y., Henao, D. C., & Gómez, A. M. (2022) · Journal of Diabetes Science and Technology · doi:10.1177/19322968221136141 · Cited by 5
Hutchins, N. M., & Biswas, G. (2023) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3576050.3576100 · Cited by 5
Interaction Analysis in Online Maths Human Tutoring: The Case of Third Space Learning
Cukurova, M., Mavrikis, M., Luckin, R., Clark, J., & Crawford, C. (2017) · Lecture notes in computer science · doi:10.1007/978-3-319-61425-0_80 · Cited by 5
García-Ruiz, M. Á., Santana-Mancilla, P. C., Gaytan-Lugo, L. S., & Iñiguez-Carrillo, A. L. (2022) · Multimodal Technologies and Interaction · doi:10.3390/mti6100089 · Cited by 5
Toward a Digital Companion to Monitor a Mixed Reality Game
Bonnat, C., & Sanchez, É. (2022) · International Journal of Serious Games · doi:10.17083/ijsg.v9i3.504 · Cited by 4
Adapting Learning Analytics Dashboards by and for University Students
Oliver-Quelennec, K., Bouchet, F., Carron, T., Casalino, K. F., & Pinçon, C. (2022) · Lecture notes in computer science · doi:10.1007/978-3-031-16290-9_22 · Cited by 4
HCD3A: An HCD Model to Design Data-Driven Apps
Weigand, A., & Kindsmüller, M. C. (2021) · Lecture notes in computer science · doi:10.1007/978-3-030-77772-2_19 · Cited by 3
Soreny, C., Hedley-Takhar, P., Vickers, E., Bartlett, R. J., Coates, E. J., Stavroulakis, T., Fox, E., Davidson, H. A., Harrison, A., & McDermott, C. J. (2022) · Journal of Medical Engineering & Technology · doi:10.1080/03091902.2022.2089253 · Cited by 3
Prototyping a Spatial Skills AR Authoring Tool for Partially Sighted, Blind, and Sighted Individuals
Lee, E., Kamat, M., Temor, L., Schiafone, C., Fan, L., Liu, J., Coppin, P., Uribe-Quevedo, Á., Ingino, R., Syed, A. R., et al. (2022) · IEEE Games, Entertainment, Media Conference (GEM) · doi:10.1109/gem56474.2022.10017454 · Cited by 3
Masthoff, J., Herder, E., Tintarev, N., & Tkalčič, M. (2021) · Radboud Repository (Radboud University) · doi:10.1145/3450614 · Cited by 2
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Learning-centred translucence: An approach to understand how teachers talk about classroom data
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Flagged first, then by citations
Research works printed but not linked: 4
- Chatti, 2020, How to design effective learning analytics indicators?, vol. 12315
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Cited by
Sorted by citations
Understanding Human-Centred AI: a review of its defining elements and a research agenda
Schmager, S., Pappas, I. O., & Vassilakopoulou, P. (2025) · Behaviour and Information Technology · doi:10.1080/0144929x.2024.2448719 · Cited by 215
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence
Díaz, B., & Nussbaum, M. (2024) · Computers & Education · doi:10.1016/j.compedu.2024.105071 · Cited by 148
Integrating AI literacy into teacher education: a critical perspective paper
Daher, R. (2025) · Discover Artificial Intelligence · doi:10.1007/s44163-025-00475-7 · Cited by 195
Khan, S., Mazhar, T., Shahzad, T., Khan, M. A., Rehman, A. U., Saeed, M. M. A., & Hamam, H. (2025) · Discover Sustainability · doi:10.1007/s43621-025-00809-6 · Cited by 133
Intelligent educational technologies in individual learning: a systematic literature review
Kerimbayev, N., Akramova, А., Shadiev, R., & Altınay, Z. (2025) · Smart Learning Environments · doi:10.1186/s40561-024-00360-3 · Cited by 110
Metadata
- 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
- 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
- Social Sciences › Education › 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
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