University of Oulu

Heikkinen, S., Saqr, M., Malmberg, J. et al. Supporting self-regulated learning with learning analytics interventions – a systematic literature review. Educ Inf Technol 28, 3059–3088 (2023).

Supporting self-regulated learning with learning analytics interventions : a systematic literature review

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Author: Heikkinen, Sami1,2; Saqr, Mohammed1; Malmberg, Jonna3;
Organizations: 1School of Computing, The University of Eastern Finland, Yliopistonkatu 2, 80100, Joensuu, Finland
2LAB University of Applied Sciences, Mukkulankatu 19, 15210, Lahti, Finland
3Department of Educational Sciences and Teacher Education, The University of Oulu, P.O Box 2000, 90014, Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 1.2 MB)
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Language: English
Published: Springer Nature, 2022
Publish Date: 2023-10-24


During the past years scholars have shown an increasing interest in supporting students’ self-regulated learning (SRL). Learning analytics (LA) can be applied in various ways to identify a learner’s current state of self-regulation and support SRL processes. It is important to examine how LA has been used to identify the need for support in different phases of SRL cycle, which channels are used to mediate the intervention and how efficient and impactful the intervention is. This will help the learners to achieve the anticipated learning outcomes. The systematic literature review followed PRISMA 2020 statement to examine studies that applied LA interventions to enhance SRL. The search terms used for this research identified 753 papers in May 2021. Of these, 56 studies included the elements of LA, SRL, and intervention. The reviewed studies contained various LA interventions aimed at supporting SRL, but only 46% of them revealed a positive impact of an intervention on learning. Furthermore, only four studies reported positive effects for SRL and covered all three SRL phases (planning, performance, and reflection). Based on the findings of this literature review, the key recommendation is for all phases of SRL to be considered when planning interventions to support learning. In addition, more comparative research on this topic is needed to identify the most effective interventions and to provide further evidence on the effectiveness of interventions supporting SRL.

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Series: Education and information technologies
ISSN: 1360-2357
ISSN-E: 1573-7608
ISSN-L: 1360-2357
Volume: 28
Issue: 3
Pages: 3059 - 3088
DOI: 10.1007/s10639-022-11281-4
Type of Publication: A2 Review article in a scientific journal
Field of Science: 516 Educational sciences
Funding: The paper is co-funded by the Academy of Finland for the project TOPEILA, Decision Number 350560 which was received by the second author.
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