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Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34

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Author: search.filters.author.García-Peñalvo, F. J.Subject: search.filters.subject.data processing

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    Learning Analytics in Spanish K-12 levels: A Systematic Literature Review
    (2023-12-27) Donate-Beby, B.; García-Peñalvo, F. J.; Amo-Filva, D.
    Learning analytics is defined as the measurement, collection, analysis, and presentation of data about learners and their contexts to understand and optimize learning and the environments in which it occurs. Although their usefulness could be fundamental to recognize students’ learning processes, there is no clear framework on the current state of development of learning analytics in the K-12 Spanish territory. The present work aims to increase knowledge on the empirical frame of the question through a Systematic Literature Review (SLR). The methodology follows the indications provided by the PRISMA procedure. As a result, 16 papers have been selected and analyzed using different research indicators. The most significant findings within the selected papers are a lack of research where teachers have maintained an active role in the development of Learning Analytics in the natural educational context. Also, it has been found a tendency for the prediction and improvement of student engagement and performance on Game Learning Analytics in different knowledge or competencies.
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    Achievements and challenges in learning analytics in Spain: The view of SNOLA
    (2020-04-22) Martínez-Monés, A.; Dimitriadis, Y.; Acquila-Natale, E.; Álvarez, A.; Caerio-Rodríguez, M.; Cobos, R.; Conde-González, M. Á.; García-Peñalvo, F. J.; Hernández-Leo, D.; Menchaca, I.; Muñoz-Merino, P. J.; Ros, S.; Sancho-Vinuesa, T.
    As in other research fields, the development of learning analytics is influenced by the networks of researchers that contribute to it. This paper describes one of such networks: the Spanish Network of Learning Analytics (SNOLA). The paper presents the research lines of the members of SNOLA, as well as the main challenges that learning analytics has to address in the next few years as perceived by these researchers. This analysis is based on SNOLA’s archival data and on a survey carried out to the current members of the network. Although this approach does not cover all the activity related to learning analytics in Spain, the results provide a representative overview of the current state of research related to learning analytics in this context. The paper describes these trends and the main challenges, among which we can point out the need to adopt an ethical commitment with data, to develop systems that respond to the requirements of the end users, and to reach a wider institutional impact