Systematic review on learning analytics to detect problems in secondary education
DOI:
https://doi.org/10.32870/Ap.v17n2.2698Keywords:
Learning analytics, Education, Secondary education, Early detection, Teacher dashboard.Abstract
This study presents a systematic review of the use of learning analytics dashboards (LADs) in secondary education, focusing on their role in the early detection of academic problems. The research was carried out through the search, selection, and analysis of articles addressing the implementation of learning analytics systems in this educational level. The review was guided by two main research questions: how learning analytics dashboards can contribute to the timely identification of learning difficulties, and how the usability of these tools influences their adoption and effectiveness in school settings. The findings indicate that, despite notable progress, there are still limitations in terms of accessibility, empirical validation, and adaptation to the specific context of secondary education. Additionally, it was identified that systems designed with user-centered approaches and active teacher participation foster greater pedagogical appropriation and usefulness. In conclusion, the study highlights the importance of designing learning analytics tools that integrate technological, pedagogical, and ethical dimensions, ensuring their practical value for teachers and school administrators
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