Learning analytics driven improvements in learning design in higher education: A systematic literature review
Abstract
Background: Driven by the ongoing need to provide high‐quality learning and teaching, universities recently have shown an increased interest in using learning analytics (LA) for improving learning design (LD). However, the evidence of such improvements is scarce, and the maturity of such research is unclear. Objectives: This study is aimed to evaluate the maturity of research discussing LA‐driven LD improvements in higher education. Methods: The systematic review analyses 49 empirical papers, assesses their quality and suggests further research directions. The review elaborates on methodological (research questions, strategy and methods, LA‐LD integration theoretical backgrounds) and substantial (LA‐driven LD improvements, types of data used, LA software development) features of the papers. Results and Conclusions: The findings demonstrated the lack of theoretical alignment between LA and LD, with research tending towards user experience studies. The most frequently used research strategy was a case study; experiments were very rare. Researchers predominantly used parsing for collecting data and AI methods for analysing it; mostly used data types related to registering learners' engagement with learning activities as well as resources and tools provided in digital learning environments. Takeaways: The research area discussing LA‐driven LD improvements still has a way to go before attaining the level of full maturity. Only a third of the papers reported actual LA‐driven LD improvements; moreover, only three papers measured their effectiveness. The presented LA software was mostly at the beta or implementation stages and did not assess the impact of using this software.
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Guzmán-Valenzuela et al. (2021) critiqued the prevailing focus on analytics over substantive learning improvements, advocating for a balanced approach valuing pedagogical effectiveness alongside technological advancements.
“They critiqued the prevailing focus on analytics over substantive learning improvements, advocating for a balanced approach that equally values pedagogical effectiveness alongside technological advancements (Drugova et al., 2024).”
From Unpacking student engagement in higher education learning analytics: a systematic review (2024) · cites this paper as Drugova et al., 2024
A lack of theoretical grounding in LA reviews includes the framing of research questions.
“including the framing of research questions (Drugova et al., 2024)”
From Unpacking student engagement in higher education learning analytics: a systematic review (2024) · cites this paper as Drugova et al., 2024
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The lack of generalisability in learning analytics research: why, how does it matter, and where to?
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“The analysis confirms that there is still a predominance of “small-scale techno-centric exploratory studies” and exploratory models [10] as well as case study research designs [13] in LA research.”
InfluentialLam, D. T., & Phi, K. D. (2025) · International Journal of Sustainability in Higher Education · doi:10.1108/ijshe-08-2025-0892 · Cited by 3 · see citing works
Sallu, S., Harsono, Y., & Fajarianto, O. (2023) · JTP - Jurnal Teknologi Pendidikan · doi:10.21009/jtp.v25i3.44418 · Cited by 2 · see citing works
“Gradual Adoption: The use of the Waterfall method in academic contexts, esp (Drugova et al., 2024) for Computer Networks courses in Indonesia, it is still in its early stages (Derakhshan, 2022).”
MethodExploring the Impacts of Implementing Block Mode of Teaching in Higher Education
Trinh, N. T. T., Ghapanchi, A. H., & Purarjomandlangrudi, A. (2024) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v19i06.49229 · Cited by 2 · see citing works
Enhancing Assessment Systems in Higher Education
Al-Amin, M., Saqui, F. Z., & Khan, M. R. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-2145-4.ch002 · Cited by 1 · see citing works
The great expectation gap: students’ dreams vs. higher education’s reality in learning analytics
Oluwajana, D. I., Nat, M. C., & Ipinmoroti, O. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2483408 · Cited by 1 · see citing works
“This could be because these students are accustomed to common practices in which organizations collect and analyze data, making them less sensitive to universities doing the same (Sclater, 2016; Drugova et al., 2024).”
From Chalkboards to Chatbots: AI in Modern Education
Rawas, S., & Samala, A. D. (2025) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-83708-432-620251008 · Cited by 1 · see citing works
Pelatihan Analisis Data untuk Peningkatan Kompetensi Alumni dalam Membangun Kemitraan Akademik
Hadi, S., Muhson, A., Widihastuti, W., et al. (2025) · Jurnal Inovasi Penelitian dan Pengabdian Masyarakat · doi:10.53621/jippmas.v5i2.617 · Cited by 1 · see citing works
Ferreira-Santos, J., & Pombo, L. (2026) · Information · doi:10.3390/info17010087 · Cited by 1 · see citing works
“At the same time, work on LA has motivated improvements in learning design, but the field remains relatively immature, with limited evidence that analytics pipelines consistently inform or enhance instructional https://doi.org/10.3390/info17010087 design in systematic ways [50].”
InfluentialHou, Y., Xiao, C., Yang, H., et al. (2026) · BMC Medical Education · doi:10.1186/s12909-025-08564-y · Cited by 1 · see citing works
“Second, integrating advanced learning analytics technologies can enable the development of personalized learning support systems based on student behavioral data [30, 31].”
Wang, X., Dadashipour, F., Basori, Maeda, Y., & Richardson, J. C. (2026) · Educational Technology Research and Development · doi:10.1007/s11423-026-10629-8 · Cited by 1 · see citing works
Technology-supported interventions in intercultural learning: a meta-analytic review
Shadiev, R., Shi, G., Altınay, F., Kerimbayev, N., & Yi, S. (2026) · Educational Technology Research and Development · doi:10.1007/s11423-026-10641-y · Cited by 1 · see citing works
Where Is the Teacher in Data Analytics in Education?
Nguyen, N. B. C., & Karunaratne, T. (2024) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v19i06.50165
Learning Analytics-Supported Learning Design for a Dutch Distance Learning University
Banihashem, S. K., Alqassab, M., Georgiadis, K., Schmitz, M., & Drachsler, H. (2024) · Lecture notes in computer science · doi:10.1007/978-3-031-72312-4_6
Vaca, J. E. G., Guamán, P. D. A., Estrada, E. A. S., et al. (2025) · ASCE MAGAZINE · doi:10.70577/asce/478.502/2025
Technical Writing in Filipino Among Grade 10 Students: A PLS-Structural Equation Model
Praile, J. R., & Baradillo, D. (2025) · Psychology and Education A Multidisciplinary Journal · doi:10.70838/pemj.480402
Wei, C., Cheng, Y., Xin, D., et al. (2025) · International Conference on New Trends in Computational Intelligence (NTCI) · doi:10.1109/ntci67886.2025.11308515
Karkalas, S. (2026) · International Conference on Software and Information Engineering (ICSIE) · doi:10.1145/3789595.3789623
“As a result, they cannot support analytics-driven education, instrumentation for research, or integration with richer toolchains — all of which are increasingly recognized as important in modern software engineering and HCI research [4, 6, 10, 12, 17].”
Machine Learning Based Approaches in the Education Sector to Impart the Quality Among Students
Hegde, R., Hegde, S. K., & Murugan, T. (2026) · IEEE International Conference on Interdisciplinary Approaches in Technology and Management for Social Innovation (IATMSI) · doi:10.1109/iatmsi68868.2026.11465989
“This particular approach in the assessment can be of great essence in helping educators to gain insight into the students' profiles and the challenges they are facing[5].”
Design and Implementation of an AI Integrated Educational Assistant for Learning
Jothikumar, K., Gomathi, V., Meenakshi, A. J., Varshini, S. A., & Anisha, S. (2026) · SN Computer Science · doi:10.1007/s42979-026-04984-9
“Performance metrics: Tracks outcomes like scores, engagement levels, and overall progress over time [ 9]. highlight that integrating continuous performance tracking with adaptive models enables timely interventions and more personalized feedback cycles.”
Olórtegui-Alcalde, L. M., & Córdova-Buiza, F. (2026) · Contemporary Educational Technology · doi:10.30935/cedtech/18690 · Cited by 1 · see citing works
Career Decision Making: Role of Family- Peer Belonging, Emotional Regulation and Academic Motivation
Aboud, Y. Z., & AlAli, R. M. (2025) · Decision Making Applications in Management and Engineering · doi:10.31181/dmame8220251522
Improving Course Design Through LLM-Assisted Educational Process Mining
Caballero-Hernández, J. A., Palomo‐Duarte, M., Dodero, J. M., et al. (2026) · Lecture notes in educational technology · doi:10.1007/978-981-92-1792-2_4
Ouru, O. M., & Riany, K. G. (2026) · Research Square · doi:10.21203/rs.3.rs-10451093/v1
Gómez-Rivero, J. O., Herrera, E. G. D., Escobar, N. E. L., & Riera, M. P. B. (2026) · Revista Multidisciplinar Ciencia y Descubrimiento · doi:10.63816/4xa5c409
Evaluating the quality of learning design with learning analytics
Divjak, B., Svetec, B., & Horvat, D. (2026) · Quality Assurance in Education · doi:10.1108/qae-03-2026-0091
Transforming Universities Through Learning Analytics
Subrahmanyam, S. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-8352-1.ch017
Wang, C., Pang, Z., Wang, S., et al. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1922588
“Recent studies in educational psychology further indicate that self-regulation, self-efficacy, and learning motivation mediate the relationship between study behavior and academic achievement (Drugova et al., 2024).”
Responsible Artificial Intelligence and Ethical Data Governance
Singh, T. M., Dadireddy, M. K. R., Anisha, P. R., Zubair, R., Fatima, Q., & Paranthaman, J. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-2600-2518-5.ch003
Learning Analytics in Indian Universities: Developing an Early Warning Framework for Student Success
Vishwakarma, R., & Agrawal, D. (2026) · International Journal of Innovative Science and Research Technology (IJISRT) · doi:10.38124/ijisrt/26oct749
“As Drugova et al. [7] show, considering the connection between learning analytics and instructional design is significant; therefore, the data should reflect the learning activities expected for each course, rather than general platform usage.”
Porras, L. (2026) · Star of Sciences Multidisciplinary Journal · doi:10.63969/hw5sbz05
- Authors
- Drugova, E., Zhuravleva, I., Zakharova, U., & Latipov, A.
- Affiliations
- National Research University Higher School of Economics (RU)
- Corresponding author
- Drugova, Elena
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2023-10-23
- Volume
- 40
- Issue
- 2
- Pages
- 510-524
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W4387868840
- Cited by
- 39
- References
- 97
- Citations by year
- 2026: 17 · 2025: 13 · 2024: 8 · 2023: 1
- FWCI
- 1.65
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Computer Assisted Learning (publishedVersion)
- Funders
- National Research University Higher School of Economics
- 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 › Educational and Technological Research
- Keywords
- learning analytics, learning design, higher education, research maturity, student engagement, digital learning environments, user experience, research quality, effectiveness measurement
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