The current state of using learning analytics to measure and support K-12 student engagement: A scoping review
Open accessAbstract
Student engagement has been identified as a critical construct for understanding and predicting educational success. However, research has shown that it can be hard to align data-driven insights of engagement with observed and self-reported levels of engagement. Given the emergence and increasing application of learning analytics (LA) within K-12 education, further research is needed to understand how engagement is being conceptualized and measured within LA research. This scoping review identifies and synthesizes literature published between 2011-2022, focused on LA and student engagement in K-12 contexts, and indexed in five international databases. 27 articles and conference papers from 13 different countries were included for review. We found that most of the research was undertaken in middle school years within STEM subjects. The results show that there is a wide discrepancy in researchers’ understanding and operationalization of engagement and little evidence to suggest that LA improves learning outcomes and support. However, the potential to do so remains strong. Guidance is provided for future LA engagement research to better align with these goals.
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A scoping review of LA in K-12 found that theory adoption, operationalisation, and measures of engagement could be vague or non-existent in LA research.
“a recent scoping review on the use of LA in the K-12 setting (Bond et al., 2023) found that while being critical, theory adoption, operationalisation, and measures of engagement could be vague or non-existent in LA research (Henrie et al., 2015).”
From Unpacking student engagement in higher education learning analytics: a systematic review (2024) · cites this paper as Bond et al., 2023
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- Authors
- Bond, M., Viberg, O., & Bergdahl, N.
- Affiliations
- University of South Australia (AU)
- KTH Royal Institute of Technology (SE)
- Stockholm University (SE)
- Venue
- LAK23: 13th International Learning Analytics and Knowledge Conference
- Publisher
- ACM
- Published
- 2023-03-13
- Pages
- 240-249
- OpenAlex
- W4321441908
- Cited by
- 8
- References
- 77
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 2 · 2023: 1
- FWCI
- 2.42
- Type
- conference paper
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- International Conference on Learning Analytics and Knowledge (LAK) (publishedVersion)
- Adelaide Research & Scholarship (AR&S) (University of Adelaide) (submittedVersion)
- UCL Discovery (University College London) (submittedVersion)
- 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 › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- learning analytics, student engagement, K-12 education, engagement measurement, junior high school, STEM education, learning outcomes
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