A systematic review of the role of learning analytics in enhancing feedback practices in higher education

Probably not a substantial claim: may not pass S3 (load-bearing).

The data groups were divided into two main categories: data used for LA feedback intervention and data used for researching LA feedback intervention.

“we divided these groups of data into two main category including (a) data used for LA feedback intervention and (b) data used for researching LA feedback intervention”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Study context varied from medicine to statistics, but studies of courses in computer science were most common (N=11, 24%).

“Study context varied - from medicine to statistics -but studies of courses in the field of computer science were found most common (N = 11, 24%).”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Studies from The Netherlands (N=5, 11%), Turkey (N=5, 11%), and The UK (N=3, 8%) were the next most common.

“Studies from The Netherlands (N = 5, 11%), Turkey (N = 5, 11%), and The UK (N = 3, 8%) were the next most common.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Satisfaction in 1 study (2%).

“Satisfaction | 1 | 2% |”

Probably not a substantial claim: may not pass S3 (load-bearing).

Recommendation (10 studies, 22%).

“Recommendation | 10 | 22% |”

Probably not a substantial claim: may not pass S3 (load-bearing).

Most included papers were published since 2019 (N=37, 80%).

“As shown in Table 2, most of the included papers have been published since 2019 (N = 37, 80%).”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Most studies were quantitative (N=28, 61%), alongside 11 qualitative studies (24%), and 7 mixed methods studies (15%).

“Most of the studies reported were quantitative (N = 28, 61%), alongside 11 qualitative studies (24%), and 7 mixed methods studies (15%).”

Probably not a substantial claim: may not pass S3 (load-bearing).

A considerable number of papers reported on studies conducted in Australia of the OnTask platform (N=10, 22%).

“A considerable number of papers reported on studies conducted in Australia of the OnTask platform (N = 10, 22%).”

Probably not a substantial claim: may not pass S3 (load-bearing).

Reduce procrastination in 1 study (2%).

“Reduce procrastination | 1 | 2% |”

Probably not a substantial claim: may not pass S3 (load-bearing).

Reflective thinking skills in 1 study (2%).

“Reflective thinking skills | 1 | 2% |”

The quote only partly states this claim.

Academic performance was a pedagogical objective achieved through LA-supported feedback in 17 studies (37%).

“Academic performance | 17 | 37% |”

Probably not a substantial claim: may not pass S3 (load-bearing).

Transactional distance in 1 study (2%).

“Transactional distance | 1 | 2% |”

Probably not a substantial claim: may not pass S3 (load-bearing).

The initial search identified 1318 papers.

“In the first phase of screening in selected databases, we identified a total of 1318 papers (Web of Science (n = 807), Scopus (n = 200), ERIC (n = 101), IEEE (n = 166), and LAK Conference contributions (n = 53)).”

May combine two claims.

All 46 studies met the minimum quality appraisal score and were included in the final analysis.

“All 46 studies in fact met the minimum score for the quality of methodology and were therefore included in the final analysis.”

May combine two claims.

LA-based feedback underpinned by survey data can affect student cognitive load, community of inquiry, reflective thinking skills, motivation, transactional distance, and engagement.

“Reviewed publications revealed that LA-based feedback underpinned by survey data can affect student cognitive load (Sun et al., 2019; Zheng et al., 2021), the community of inquiry, reflective thinking skills (Yilmaz, 2020), motivation, and transactional distance (Yilmaz & Yilmaz, 2020), and engagement (Sun et al., 2019; Yilmaz & Yilmaz, 2021, pp. 1 -12).”

• cites Sun et al., 2019 sourceNot checked yet

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• cites Zheng et al., 2021Not checked yet

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• cites Yilmaz, 2020Not checked yet

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May combine two claims.

In the reviewed studies, LA was used as a recommender system to guide learners and suggest useful course material.

“In a few of the studies we reviewed, LA is used as a recommender system to guide learners and the learning process (Sedrakyan et al., 2016), and suggest useful course material (Azcona et al., 2019).”

May combine two claims.

LA-based feedback can influence students' reflective thinking skills and transactional distance.

“Furthermore, LA-based feedback can influence students ' reflective thinking skills and transactional distance (Yilmaz, 2020; Yilmaz et al., 2020).”

May combine two claims.

Assessment data is often used by LA in feedback studies to provide recommendations, assessment, predictive feedback, and personalized feedback.

“Assessment data is often used by LA in feedback studies to provide recommendations (Lewis et al., 2021; Tempelaar et al., 2018), assessment (Chaudy & Connolly, 2019; Tempelaar et al., 2018), predictive feedback (Arnold & Pistilli, 2012; Baneres et al., 2019), and personalized feedback (Iraj et al., 2020; Lim, Gentili, et al., 2021).”

• cites Lewis et al., 2021 sourceNot checked yet

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• cites Tempelaar et al., 2018 sourceNot checked yet

  Not checked in the free run.

• cites Chaudy & Connolly, 2019Not checked yet

  Not checked in the free run.

May combine two claims.

Survey data-based LA can foster predictive feedback, recommendation, reflective feedback, and assessment.

“Selected studies suggest that survey data-based LA can foster predictive feedback (Broos et al., 2020), recommendation (Perikos et al., 2017), reflective feedback (Smith, 2020; Tsai et al., 2021), and assessment (Dalla Valle et al., 2018).”

• cites Broos et al., 2020 sourceNot checked yet

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• cites Perikos et al., 2017 sourceNot checked yet

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• cites Smith, 2020 sourceNot checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing).

Demographic data is one of the most commonly employed data types in LA studies.

“This data type is one of the most commonly employed in LA studies (Azcona et al., 2019; Tempelaar et al., 2015).”

• cites Azcona et al., 2019 sourceNot checked yet

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• cites Tempelaar et al., 2015 sourceNot checked yet

  Not checked in the free run.

May combine two claims.

Students with higher self-efficacy more appreciated LA-based feedback and had positive experiences with it.

“Students with higher self-efficacy more appreciated LA-based feedback and had positive experiences with it (Tsai et al., 2021).”

May combine two claims. The quote only partly states this claim.

Trace data can be used to generate reflective feedback, personalized feedback, and predictive feedback.

“Reviewed studies indicate that such data can be used to generate different types of feedback such as reflective feedback”

May combine two claims.

Using LA-based feedback has made it easier for educators to monitor students' learning progress and provide personalized and real-time feedback.

“However, using LA-based feedback has made it easier for educators to monitor their students ' learning progress and to provide personalized and real-time feedback (Shibani et al., 2020).”

May combine two claims.

LA-based feedback can impact students' motivation and engagement.

“We found that LA-based feedback can also impact students ' motivation (e.g., Smith, 2020) and engagement (e.g., Iraj et al., 2020).”

May combine two claims.

If LA-based feedback relies only on warning systems, it can increase mental load, while adding encouragement can lead to higher emotional and cognitive engagement.

“If LA-based feedback relies only on warning systems, then it can increase the mental load, while putting warning systems with the encouragement of what to do can lead to higher emotional and cognitive engagement (Sun et al., 2019).”

May combine two claims.

LA-supported feedback entails real-time reflections on students' performance and personalized and reflective feedback can help students be more aware of their own learning processes to regulate their learning.

“LA-supported feedback entails real-time reflections on students ' performance during their learning processes and that personalized and reflective feedback can help students to be more aware of their own learning processes in order to regulate their learning (Lim, Gasevic, et al., 2021).”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Interview data is often supplementary data for other types of data and can offer more in-depth information.

“It is often supplementary data for other types of data that can be mined from LMS or other online platforms and can offer more in-depth information.”

May combine two claims.

Academic history data is often combined with other types of data to provide reflective and predictive feedback, and formative assessment.

“in LA feedback studies, it is often combined with other types of data to provide reflective (Lim, Gentili, et al., 2021) and predictive feedback (Azcona et al., 2019), and formative assessment (Tempelaar et al., 2018).”

• cites Lim, Gentili, et al., 2021Not checked yet

  Not checked in the free run.

• cites Azcona et al., 2019 sourceNot checked yet

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• cites Tempelaar et al., 2018 sourceNot checked yet

  Not checked in the free run.

May combine two claims.

In all included publications, students were mentioned as the LA-supported feedback stakeholder, followed by educators mentioned in 15 out of 46 included studies.

“As our review revealed, unsurprisingly, in all included publications, students were mentioned as the LA-supported feedback stakeholder, followed by educators mentioned in 15 out 46 included studies.”

May combine two claims.

Information visualization methods seem to be commonly used alongside other LA methods to identify students at risk of failure and to understand student perceptions and interactions.

“Information visualization methods seem to be commonly used alongside other LA methods to identify students at risk of failure and to understand student perceptions and interactions.”

Probably not a substantial claim: may not pass S3 (load-bearing).

At the descriptive level, LA-based feedback provides reflections on students learning activities and learning progress.

“while at the descriptive level, LA-based feedback provides reflections on students learning activities and learning progress”

Probably not a substantial claim: may not pass S3 (load-bearing).

At the predictive level, LA is used to predict students' retention or dropout by using data mining methods.

“at the predictive level, is to predict students ' retention or dropout by using data mining methods.”

The quote only partly states this claim.

LA-based feedback services assist students with improving their reflective thinking skills.

“but also assist them with improving their reflective thinking skills (e.g. Yilmaz, 2020)”

• cites Yilmaz, 2020Not checked yet

  Not checked in the free run.

May combine two claims.

LA-based feedback has a reminder system that helps students to be more focused and less procrastinated.

“and also has a reminder system that helps students to be more focused and less procrastinated (e.g. Lim et al., 2020).”

• cites Lim et al., 2020 sourceNot checked yet

  Not checked in the free run.

May combine two claims.

Methods used to support feedback include predictive modelling, classification, clustering, Bayesian network analysis, natural language processing, process mining, relationship mining, support vector machine, discovery model, machine learning, and neural network.

“Methods used to support feedback include predictive modelling (Azcona et al., 2019; Tempelaar et al., 2015), classifi­ cation (Baneres et al., 2019), clustering (Lim, Gasevic, et al., 2021; Tempelaar et al., 2018; Tsai et al., 2021), Bayesian network analysis (Choi & Cho, 2020), natural language processing (Perikos et al., 2017), process mining (Sedrakyan et al., 2016), relationship mining (T”

• cites Azcona et al., 2019 sourceNot checked yet

  Not checked in the free run.

• cites Tempelaar et al., 2015 sourceNot checked yet

  Not checked in the free run.

• cites Baneres et al., 2019 sourceNot checked yet

  Not checked in the free run.

May combine two claims.

LA feedback for students is mostly focused on their own learning performance to provide personalized feedback and to help them with regulating their learning.

“while LA feedback for students is mostly focused on their own learning performance to provide personalized feedback and to help them with regulating their learning (e.g., Pardo et al., 2019; Sedrakyan et al., 2020).”

• cites Pardo et al., 2019 sourceNot checked yet

  Not checked in the free run.

• cites Sedrakyan et al., 2020 sourceNot checked yet

  Not checked in the free run.

May combine two claims.

For students, LA mostly supported students to be informed about how they are doing, reflect on their own learning process to adapt their learning based on learning needs.

“LA mostly supported students to be informed about how they are doing, reflect on their own learning process to adapt their learning based on the learning needs.”

May combine two claims.

For educators, LA mainly provided insights into tracking students learning activities for timely intervention, assessing students learning progress, and early identifying students at risk.

“While for educators, LA mainly provided insights into tracking students learning activities for timely intervention, assessing students learning progress, and early identifying students ' who are at risk”

Probably not a substantial claim: may not pass S3 (load-bearing).

Many projects employed multiple methods.

“It is worth noting that many projects employed multiple methods.”

May combine two claims.

Additional data types employed are also 'about students', confirming that most LA for feedback work is student-focused and seeks to serve students as the primary stakeholders.

“Additional data types employed - demographic, assessment, and academic history data -are also 'about students ' , confirming that most LA for feedback work is student-focused and seeks to serve students as the primary stakeholders.”

May combine two claims.

High-quality feedback contributes to authentic learning by promoting student metacognitive skills and providing clear indicators of performance and areas for further improvement.

“Studies have shown that high-quality feedback contributes to authentic learning by promoting student metacognitive skills, and by providing clear indicators of performance and areas for further improvement (e.g. Callender et al., 2016; Molin et al., 2020).”

• cites Callender et al., 2016 sourceNot checked yet

  Not checked in the free run.

• cites Molin et al., 2020 sourceNot checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing).

Effective feedback is a key feature of quality teaching.

“Effective feedback represents one of the key features of quality teaching (Ramsden, 2003).”

• cites Ramsden, 2003Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing).

Feedback as a core pedagogical practice has gained more attention in LA.

“Consequently, feedback as a core pedagogical practice has therefore gained more attention (e.g. Er et al., 2021; Misiejuk et al., 2021).”

• cites Er et al., 2021Not checked yet

  Not checked in the free run.

• cites Misiejuk et al., 2021 sourceNot checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing).

Van der Schaaf et al. (2017) reported that LA enhanced the quality and efficiency of feedback in professional education.

“Van der Schaaf et al. (2017) reported that LA enhanced the quality and efficiency of feedback in professional education.”

• cites Van der Schaaf et al., 2017 sourceNot checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing).

Cavalcanti et al. (2021) provide insights into the role of automated feedback in students' performance and instructors' workload.

“For example, the recent study by Cavalcanti et al. (2021) provide insights into the role of automated feedback in students ' performance and instructors ' workload.”

• cites Cavalcanti et al., 2021Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing).

Various analytics methods can be applied at different levels, depending on data type and LA goals.

“Various analytics methods (techniques) can be applied at different levels, depending on data type and LA goals (Chatti et al., 2012);”

• cites Chatti et al., 2012 sourceNot checked yet

  Not checked in the free run.

Classified as probably not a substantial claim.

Theelen et al.'s (2019) critical appraisal strategy was applied to review the quality of publications.

“Then, Theelen et al. ' s (2019) critical appraisal strategy was applied to review the quality of publications.”

• cites Theelen et al., 2019 sourceNot checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing).

LA consists of four dimensions: what (types of data), how (analytic methods), why (objectives), and who (stakeholders).

“According to this model, LA consists of four dimensions including (1) what (what types of data does the system capture and analyze), (2) how (how does the system perform analytics), (3) why (for what reasons does the system gather and analyze data), and (4) who (who is served by the analytics) (Chatti et al., 2012).”

• cites Chatti et al., 2012 sourceNot checked yet

  Not checked in the free run.

May combine two claims.

The Kappa results showed 91 percent agreement between the two coders (κ = 0.84, p < .001), which confirms the high consistency and reliability of the coding.

“The Kappa results showed 91 percent agreement between the two coders ( κ = 0.84, p &lt; .001), which confirms the high consistency and reliability of the coding.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The interdisciplinary field of LA has borrowed concepts and ideas from diverse disciplines including computer science, learning science, statistics, data mining, psychology, and pedagogy.

“The interdisciplinary field of LA has borrowed concepts and ideas from diverse disciplines, including computer science, learning science, statistics, data mining, psychology, and pedagogy (Chatti et al., 2012).”

• cites Chatti et al., 2012 sourceNot checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S1 (asserted).

It has been suggested that LA should be an essential component of feedback design in data-rich environments.

“and it has been suggested that LA should therefore be an essential component of feedback design in data-rich environments (Er et al., 2021; Pardo, 2018).”

• cites Er et al., 2021Not checked yet

  Not checked in the free run.

• cites Pardo, 2018 sourceNot checked yet

  Not checked in the free run.

May combine two claims.

Sedrakyan et al. (2020) and Lim et al.'s (2021) found that the use of LA-based feedback supported self-regulated learning.

“Sedrakyan et al. (2020) and Lim et al. ' s (2021) found that the use of LA-based feedback supported self-regulated learning”

• cites Sedrakyan et al., 2020 sourceNot checked yet

  Not checked in the free run.

• cites Lim et al., 2021Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing).

LA can serve different stakeholders - students, educators, tutors, mentors, institutions, researchers, and/or system designers.

“Finally, LA can serve different stakeholders - students, educators, tutors, mentors, institutions, re­ searchers, and/or system designers (Chatti et al., 2012), and no LA system can serve all stakeholders.”

• cites Chatti et al., 2012 sourceNot checked yet

  Not checked in the free run.

Classified as probably not a substantial claim.

This study adopted the PRISMA methodology for the systematic review.

“This study adopted the PRISMA methodology for the systematic review (Moher et al., 2009) to undertake a transparent process of search strategy development, definition of inclusion criteria, and identification of relevant publications.”

• cites Moher et al., 2009 sourceNot checked yet

  Not checked in the free run.

Classified as probably not a substantial claim. May combine two claims.

A coding scheme was developed based on the suggested theoretical framework and used to analyze the publications.

“Next, a coding scheme was developed based on the suggested theoretical framework and used to analyze these publications.”

Classified as probably not a substantial claim. May combine two claims.

Inclusion criteria included English language, publication from 2011 to 2022, and peer-reviewed articles in scholarly journals.

“We included only studies published in the English language (because most of the publications in this area of research are written in English). We only included publications from 2011 to 2022, since LA as a new field of study emerged in 2011. Finally, to ensure the originality, validity, and quality of selected publications, we included only peer-reviewed articles published in scholarly journals.”

Probably not a substantial claim: may not pass S3 (load-bearing).

No LA system can serve all stakeholders.

“and no LA system can serve all stakeholders.”

• cites Chatti et al., 2012 sourceNot checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

LA seeks to translate learning data into knowledge that can give students insight into their own learning and enable educators to make appropriate and evidence-based interventions for the improvement of teaching and learning.

“LA seeks to translate learning data into knowledge (Wong et al., 2019) that can give students insight into their own learning, and enable educators to make appropriate and evidence-based interventions for the improvement of teaching and learning (Wise, 2014).”

• cites Wong et al., 2019Not checked yet

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• cites Wise, 2014Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing).

A further interesting area of work involves the use of feedback analytics to support student academic writing.

“A further interesting area of work involves the use of feedback analytics to support student academic writing (Gibson et al., 2017; Knight et al., 2020).”

• cites Gibson et al., 2017 sourceNot checked yet

  Not checked in the free run.

• cites Knight et al., 2020 sourceNot checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing).

Initial LA tools were too reliant on demographic data for generating early-warning systems.

“it has been criticized that initial LA tools were too reliant on this type of data for generating early-warning systems (Ga ˇ sevi ´ c et al., 2016; Lim, Gentili, et al., 2021).”

• cites Ga ˇ sevi ´ c et al., 2016Not checked yet

  Not checked in the free run.

• cites Lim, Gentili, et al., 2021Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Data mining methods are applied mainly on survey data.

“For this reason, data mining methods are applied mainly on survey data.”

May combine two claims.

Insights from SNA help teachers have an overview of students' interactions and identify less engaged students to support them.

“These insights help teachers to have an overview of students ' interactions with each other and to identify which student is less engaged to support him/her.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Students with high self-efficacy are more able to execute behaviors necessary to produce a specific performance.

“This could be due to the reason that students with high self-efficacy are more able to execute behaviors that are necessary to produce a specific performance (Bandura et al., 1999).”

• cites Bandura et al., 1999 sourceNot checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing).

Data mining methods mainly seek to discover patterns, correlations, and anomalies in large volumes of data.

“Generally, such methods mainly seek to discover patterns, correlations, and anomalies in large volumes of data (Lee &amp; Siau, 2001).”

• cites Lee & Siau, 2001Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

LA-based recommendations and personalized feedback typically refer to LA at the prescriptive level.

“Furthermore, LA-based recommendations and personalized feedback typically refer to LA at the prescriptive level.”

Probably not a substantial claim: may not pass S3 (load-bearing).

LA services are provided at different levels of analytics according to Gartner Analytics Ascendancy Model.

“this figure illustrates that LA services are provided at different levels of analytics according to Gartner Analytics Ascendancy Model (GAAM) (Eriksson et al., 2020; Maoz, 2013).”

• cites Eriksson et al., 2020 sourceNot checked yet

  Not checked in the free run.

• cites Maoz, 2013Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

LA in predictive analytics level tells what will happen, while in prescriptive analytics level, LA recommends actions and interventions for the future.

“LA in predictive analytics level tells us ' what will happen ' , while in the prescriptive analytics level, LA recommends actions and interventions for the future (Turkington et al., 2018).”

• cites Turkington et al., 2018Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing).

SNA methods are intended to be used at descriptive and diagnostic levels.

“Based on this explanation, it is expected that SNA methods are intended to be used at descriptive and diagnostic levels.”

May combine two claims.

Network analysis methods appear to be helpful in understanding how students perceive feedback and how they reflect on their learning process alongside exploring how students interact with each other.

“Network analysis methods appear to be helpful in understanding how students perceive feedback and how they reflect on their learning process alongside exploring how students interact with each other.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Predictive feedback is expected to be provided at the predictive level.

“This implies that predictive feedback is expected to be provided at the predictive level.”

Probably not a substantial claim: may not pass S2 (checkable).

Effective and appropriate use of learning analytics to empower feedback practices in higher education requires the proper choice of analytics.

“the effective and appropriate use of LA to empower feedback practices in higher education requires a clear understanding of the educators ' and students ' pedagogical needs for LA support, required data to meet these needs, and the proper choice of analytics.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The study did not make a distinction between educator feedback and peer feedback.

“In our findings, we did not make a distinction between educator feedback and peer feedback and how differences between these two types of feedback may lead to different use of LA in higher education contexts.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The study did not investigate the effect size of different types of data to see which type can more support feedback activities.

“We also did not investigate the effect size of different types of data to see which certain type of data can more support feedback activities in higher education settings.”

Probably not a substantial claim: may not pass S3 (load-bearing).

There is a publication bias which means that research with null findings is often not published.

“Third, it is also important to acknowledge that there is a publication bias which means that research with null findings is often not published (Larrabee S ø nderlund et al., 2019).”

• cites Larrabee S ø nderlund et al., 2019Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

There is a difference between teacher feedback and peer feedback as teachers are more subject-matter experts and need less support in providing feedback.

“According to the literature, there is a difference between teacher feedback and peer feedback as teachers are more subject-matter experts with lots of feedback experiences and knowledge, and compared to students they need less support in providing feedback (Gielen et al., 2010; Paulus, 1999).”

• cites Gielen et al., 2010 sourceNot checked yet

  Not checked in the free run.

• cites Paulus, 1999 sourceNot checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing).

The hierarchy of steps incorporated into the conceptual framework is in line with the findings of prior studies.

“This hierarchy of steps incorporated into our conceptual framework is in line with the findings of prior studies (e.g. Banihashem et al., 2022; Chatti et al., 2012; Elias, 2011, pp. 1 -22; Clow, 2012).”

• cites Banihashem et al., 2022 sourceNot checked yet

  Not checked in the free run.

• cites Chatti et al., 2012 sourceNot checked yet

  Not checked in the free run.

• cites Elias, 2011Not checked yet

  Not checked in the free run.

Classified as probably not a substantial claim.

Defining the recipient of the LA and the goal of the use of LA would make it clear what kind of data should be captured and analyzed.

“Defining the recipient of the LA and the goal of the use of LA would make it clear what kind of data should be captured and analyzed (Chatti et al., 2012).”

• cites Chatti et al., 2012 sourceNot checked yet

  Not checked in the free run.

May combine two claims.

For educators, LA was mainly used at diagnostic and predictive levels, while for students, LA was employed at descriptive and prescriptive levels.

“These findings suggest that for educators, LA was mainly used at diagnostic and predictive levels, while for students, LA was employed at descriptive and prescriptive levels.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The study did not provide insights into how different categories of data are connected to different LA objectives and methods.

“However, we did not provide insights into how different categories of data are connected to different LA objectives and methods for feedback purposes in higher education.”

Probably not a substantial claim: may not pass S2 (checkable).

Effective and appropriate use of learning analytics to empower feedback practices in higher education requires the required data to meet educators' and students' pedagogical needs.

“the effective and appropriate use of LA to empower feedback practices in higher education requires a clear understanding of the educators ' and students ' pedagogical needs for LA support, required data to meet these needs, and the proper choice of analytics.”

Probably not a substantial claim: may not pass S2 (checkable).

Effective and appropriate use of learning analytics to empower feedback practices in higher education requires a clear understanding of educators' and students' pedagogical needs for learning analytics support.

“the effective and appropriate use of LA to empower feedback practices in higher education requires a clear understanding of the educators ' and students ' pedagogical needs for LA support, required data to meet these needs, and the proper choice of analytics.”

May combine two claims.

LA role in the improvement of feedback practices in higher education has not been tightened to feedback itself, but also has evolved beyond the authors' first anticipation based on their proposed model.

“These findings imply that LA role in the improvement of feedback practices in higher education have not been tightened to feedback itself, but also has evolved beyond our first anticipation based on our proposed model.”

May combine two claims.

The review was limited to empirical studies, and some noteworthy reviews and conceptual papers may have been missed.

“First, our review was limited to empirical studies for sake of reporting only authentic findings, and we recognize that some noteworthy reviews and conceptual papers may have been missed.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The selected set of literature databases may have missed studies not indexed in them.

“we acknowledge that we may have missed studies not indexed in our selected databases.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The study did not provide information on identifying gaps regarding feedback features and purposes not addressed by LA in higher education.

“In this study, we did not provide information on identifying the gaps regarding the feedback features and purposes that have not been addressed by LA in higher education.”

May combine two claims.

The study does not investigate LA-based feedback studies in K-12 educational contexts, so findings may not be generalizable to all modes of educational contexts.

“Fourth, while this study expands our understanding of how feedback in higher education is influenced by LA, it does not investigate LA-based feedback studies in any K-12 educational contexts. Our findings may therefore not be generalizable to all modes of educational contexts.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The study's findings do not provide insights into the role of LA in features of feedback.

“In addition, our findings do not provide insights into the role of LA in features of feedback, for example how LA can influence affective, cognitive, and constructive features of feedback quality.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Providing feedback for students causes a more cognitive workload compared to teachers.

“Providing feedback for students causes a more cognitive workload compared to teachers (Noroozi et al., 2022).”

• cites Noroozi et al., 2022Not checked yet

  Not checked in the free run.

Classified as probably not a substantial claim.

Following the steps of understanding pedagogical needs, providing required data, and choosing proper analytics leads to learning analytics being delivered properly to support feedback.

“By following these steps, we can expect to see LA is delivered properly to support feedback.”