Designing human-centered learning analytics and artificial intelligence in education solutions: a systematic literature review

Date

2024-04-24

Author

Topali, Paraskevi
Ortega-Arranz, Alejandro
Rodriguez-Triana, Maria Jesus
Er, Erkan
Khalil, Mohammad
Ackapinar, Gokhan

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

26
views

0
downloads

Cite This

The recent advances in educational technology enabled the development of solutions that collect and analyse data from learning scenarios to inform the decision-making processes. Research fields like Learning Analytics (LA) and Artificial Intelligence (AI) aim at supporting teaching and learning by using such solutions. However, their adoption in authentic settings is still limited, among other reasons, derived from ignoring the stakeholders' needs, a lack of pedagogical contextualisation, and a low trust in new technologies. Thus, the research fields of Human-Centered LA (HCLA) and Human-Centered AI (HCAI) recently emerged, aiming to understand the active involvement of stakeholders in the creation of such proposals. This paper presents a systematic literature review of 47 empirical research studies on the topic. The results show that more than two-thirds of the papers involve stakeholders in the design of the solutions, while fewer papers involved them during the ideation and prototyping, and the majority do not report any evaluation. Interestingly, while multiple techniques were used to collect data (mainly interviews, focus groups and workshops), few papers explicitly mentioned the adoption of existing HC design guidelines. Further evidence is needed to show the real impact of HCLA/HCAI approaches (e.g., in terms of user satisfaction and adoption).

URI

https://hdl.handle.net/11511/109596

Collections

Graduate School of Informatics, Article