2025/02/14 by S. Asha, V. P. Joshith
Computer Science · #E-Learning and Knowledge Management #Online Learning and Analytics
paper · doi:10.1177/00472395241312650
crossref issued 2025/02/14 · crossref published 2025/02/14 · crossref published-online 2025/02/14 · openalex publication_date 2025/02/14 · crossref created 2025/02/14 · crossref published-print 2025/06/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/28 · crossref indexed 2026/07/24 · openalex updated_date 2026/07/25
Learning analytics (LA) has become a critical field for transforming educational practices through data-driven insights. This study presents a comprehensive bibliometric analysis of LA research in higher education from 2013 to 2023, utilizing the Scientific Procedures and Rationales for Systematic Literature Review (SPAR-4-SLR) approach. By leveraging VOS viewer 1.6.20, the analysis maps co-authorship, citation, co-occurrence, and co-citation networks, revealing significant trends and key contributors. The findings highlight a substantial increase in LA publications, with the U.S. emerging as a leading contributor. Key journals include the “British Journal of Educational Technology” and “Computers and Education,” while the University of Edinburgh stands out for its organizational link strength. Dragan Gasevic is notably prominent in co-authorship and co-citation networks. Despite the growth and impact of LA research, much remains technical. This study underscores the urgent need to explore qualitative aspects to fully harness LA's potential and drive meaningful improvements in educational practices globally.