Student Perspectives on Learning Analytics

This reading list provides access to (primarily) peer-reviewed articles that focus on student perspectives and expectations of learning analytics. The list primarily focuses on information privacy concerns, but may also include technological design perspectives/expectations.

Focus: Academic

Related Projects:

Status: Active


  • Learning Analytics
  • Student Privacy

Bennett, L., & Folley, S. (2019). Four design principles for learner dashboards that support student agency and empowerment. Journal of Applied Research in Higher Education, 12(1), 15–26.
Botnevik, S., Khalil, M., & Wasson, B. (2020). Student awareness and privacy perception of learning analytics in higher education. In C. Alario-Hoyos, M. J. Rodríguez-Triana, M. Scheffel, I. Arnedillo-Sánchez, & S. M. Dennerlein (Eds.), Addressing Global Challenges and Quality Education (pp. 374–379). Springer International Publishing.
Brooker, A., Corrin, L., Fisher, J., & Mirriahi, N. (2017). Defining “data” in conversations with students about the ethical use of learning analytics. In H. Partridge, K. Davis, & J. Thomas (Eds.), Me, Us, IT! Proceedings ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (pp. 27–31).
Foster, C. P. (2020). Students’ adoption of learner analytics. In D. Ifenthaler & D. Gibson (Eds.), Adoption of Data Analytics in Higher Education Learning and Teaching (pp. 137–158). Springer International Publishing.
Heath, J., & Fulcher, M. D. (2017). Learning analytics–hearing the student voice. Proceedings of the Students Transitions Achievements Retention and Success (STARS) Conference.
Hilliger, I., Ortiz‐Rojas, M., Pesántez‐Cabrera, P., Scheihing, E., Tsai, Y.-S., Muñoz‐Merino, P. J., Broos, T., Whitelock‐Wainwright, A., Gašević, D., & Pérez‐Sanagustín, M. (forthcoming). Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities. British Journal of Educational Technology, PREPRINT(PREPRINT).
Ifenthaler, D., & Schumacher, C. (2016). Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development, 64(5), 923–938.
Jivet, I., Scheffel, M., Schmitz, M., Robbers, S., Specht, M., & Drachsler, H. (2020). From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education. The Internet and Higher Education, 47, 100758.
Jones, K. M. L., Perry, M. R., Goben, A., Asher, A., Briney, K. A., Robertshaw, M. B., & Salo, D. (2019). “In their own words: student perspectives on privacy and library participation in learning analytics initiatives.” In D. Mueller (Ed.), Recasting the Narrative: The Proceedings of the ACRL 2019 Conference. ACRL.
Jones, K. M. L., Asher, A., Goben, A., Perry, M. R., Salo, D., Briney, K. A., & Robertshaw, M. B. (2020). “We’re being tracked at all times”: Student perspectives of their privacy in relation to learning analytics in higher education. Journal of the Association for Information Science and Technology, 71(9), 1044–1059.
Joseph-Richard, P., & Uhomoibhi, J. O. (2021). Ethics in predictive learning analytics: an empirical case study on students perceptions in a northern irish university. In A. Azevedo, J. M. Azevedo, J. Onohuome Uhomoibhi, & E. Ossiannilsson (Eds.), Advancing the Power of Learning Analytics and Big Data in Education. IGI Global.
Karaoglan Yilmaz, F. G., & Yilmaz, R. (2020). Student opinions about personalized recommendation and feedback based on learning analytics. Technology, Knowledge and Learning.
Krieter, P., Viertel, M., & Breiter, A. (2020). We know what you did last semester: Learners’ perspectives on screen recordings as a long-term data source for learning analytics. In C. Alario-Hoyos, M. J. Rodríguez-Triana, M. Scheffel, I. Arnedillo-Sánchez, & S. M. Dennerlein (Eds.), Addressing Global Challenges and Quality Education (pp. 187–199). Springer International Publishing.
Li, W., Sun, K., Schaub, F., & Brooks, C. (2021). Disparities in students’ propensity to consent to learning analytics. International Journal of Artificial Intelligence in Education.
Luzeckyj, A., West, D. S., Searle, B. K., Toohey, D. P., Vanderlelie, J. J., & Bell, K. R. (2020). Stakeholder perspectives (staff and students) on institution-wide use of learning analytics to improve learning and teaching outcomes. In D. Ifenthaler & D. Gibson (Eds.), Adoption of Data Analytics in Higher Education Learning and Teaching (pp. 177–200). Springer International Publishing.
Nevaranta, M., Lempinen, K., & Kaila, E. (2020). Students’ perceptions about data safety and ethics in learning analytics. Proceedings of the Conference on Technology Ethics, 23–37.
Park, J., & Vance, A. (2021, February 11). Data privacy in higher education: Yes, students care. EDUCAUSE Review.
Rayala, N., Uskova, M., Sharma, K., & Rachakonda, R. (2018). Learning analytics based smart pedagogy: Student feedback. Smart Education and E-Learning 2018, 99, 117.
Roberts, L. D., Howell, J. A., Seaman, K., & Gibson, D. C. (2016). Student attitudes toward learning analytics in higher education: “The Fitbit version of the learning world.” Frontiers in Psychology, 7, 1–11.
Schumacher, C., & Ifenthaler, D. (2018). The importance of students’ motivational dispositions for designing learning analytics. Journal of Computing in Higher Education, 30(3), 599–619.
Schumacher, C., & Ifenthaler, D. (2018). Features students really expect from learning analytics. Computers in Human Behavior, 78(January 2018), 397–407.
Slade, S., & Prinsloo, P. (2014). Student perspectives on the use of their data: Between intrusion, surveillance and care. Challenges for Research into Open & Distance Learning: Doing Things Better – Doing Better Things, 291–300.
Slade, S., Prinsloo, P., & Khalil, M. (2019). Learning analytics at the intersections of student trust, disclosure and benefit. Proceedings of the 9th International Conference on Learning Analytics & Knowledge, 235–244.
Tsai, Y.-S., Whitelock-Wainwright, A., & Gašević, D. (2020). The privacy paradox and its implications for learning analytics. Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, 230–239.
Velander, J. (2020). Student awareness, perceptions and values in relation to their university data [Linnaeus University].
Vu, P., Adkins, M., & Henderson, S. (2020). Aware, but don’t really care: Students’ perspective on privacy and data collection in online courses. Journal of Open Flexible and Distance Learning, 23(2), 42–51.
West, D., Luzeckyj, A., Searle, B., Toohey, D., Vanderlelie, J., & Bell, K. R. (2020). Perspectives from the stakeholder: Students’ views regarding learning analytics and data collection. Australasian Journal of Educational Technology, 36(6), 72–88.
Whitelock‐Wainwright, A., Gašević, D., Tejeiro, R., Tsai, Y.-S., & Bennett, K. (2019). The student expectations of learning analytics questionnaire. Journal of Computer Assisted Learning, 35(5), 633–666.
Whitelock‐Wainwright, A., Gašević, D., Tsai, Y.-S., Drachsler, H., Scheffel, M., Muñoz‐Merino, P. J., Tammets, K., & Kloos, C. D. (2020). Assessing the validity of a learning analytics expectation instrument: A multinational study. Journal of Computer Assisted Learning, 36(2), 209–240.

If this reading list has been useful or you can suggest additional resources, please leave a comment below.

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