Paolucci Catherine, Vancini Sam, Bex Ii Richard T, Cavanaugh Catherine, Salama Christine, de Araujo Zandra
University of Florida, School of Teaching and Learning, P.O. Box 117048, Gainesville, FL, 32611, USA.
University of Florida, Lastinger Center for Learning, PO Box 117052, Gainesville, FL, 32611, USA.
Heliyon. 2024 Feb 9;10(4):e25767. doi: 10.1016/j.heliyon.2024.e25767. eCollection 2024 Feb 29.
Use of learning analytics to improve educational outcomes is a growing area of research. While learning analytics research has been more prevalent in higher education contexts, this study presents findings from a qualitative metasynthesis of 47 research publications related to opportunities and challenges relevant to learning analytics design, implementation, and research at the PK-12 level. Our findings indicate that, while many see the educational benefits of learning analytics (e.g., more equitable instruction, individualized learning, enhanced assessment for learning); others remain unconvinced by a lack of evidence of improved outcomes and concerned about persistent challenges and potentially harmful impacts (e.g., infringement on users' privacy, misuse or misinterpretation of data by educators). We conclude by considering implications for mathematics education stemming from our analysis of learning analytics and posing questions to shape future research and key developments in mathematics education as learning analytics become more prevalent.
利用学习分析来提高教育成果是一个不断发展的研究领域。虽然学习分析研究在高等教育背景下更为普遍，但本研究展示了对47篇研究出版物进行定性综合分析的结果，这些出版物涉及与K-12阶段学习分析设计、实施和研究相关的机遇与挑战。我们的研究结果表明，虽然许多人看到了学习分析的教育益处（例如，更公平的教学、个性化学习、强化学习评估）；但也有人因缺乏成果改善的证据而仍未信服，并对持续存在的挑战和潜在的有害影响（例如，侵犯用户隐私、教育工作者对数据的误用或误解）感到担忧。我们通过思考从学习分析分析中得出的对数学教育的影响来得出结论，并提出问题以塑造随着学习分析变得更加普遍而在数学教育中出现的未来研究和关键发展。
