The Effectiveness of Learning Analytics-Based Interventions in Enhancing Students’ Learning Effect: A Meta-Analysis of Empirical Studies
Yan Liu, Wei Wang, Enwei Xu
Abstract
Interventions are crucial in the learning analysis process. Learning analytics-based interventions are being widely applied in the field of education. However, it is currently unclear whether learning analytics-based interventions effectively enhance students’ learning effects. To conduct a comprehensive review assessing the extent to which interventions contribute to the enhancement or deterioration of learning outcomes. This study employs meta-analysis to quantitatively analyze 34 published empirical research articles related to learning analytics-based interventions. The results obtained from this analysis are as follows: (1) Interventions based on learning analytics can greatly enhance students’ learning outcomes, with a moderate overall effect value; (2) In terms of specific dimensions of learning outcomes, learning analytics-based interventions can effectively improve knowledge acquisition, while the improvements in social emotion and cognitive skill were relatively small; (3) subject areas, learning stage, learning environments, intervention type, and diagnostic assessment tool all serve as important moderating factors affecting the interventions on student learning outcomes.