Koh, Elizabeth

As the integration of technology in education undergoes continuous development, Learning Analytics Dashboards (LADs) have become vital tools for both instructors and learners, facilitating the monitoring and optimization of the learning experience. Student-facing LADs have been designed with various reference frames which enable various feedback, comparisons and reflection. However, there has been limited examination of the reference frames and their indicators employed in student-facing LADs as well as its evaluation. This research aims to address this gap by conducting a systematic literature review using PRISMA to synthesize existing literature to identify and offer insights on reference frames and key indicators used in student-facing LADs. We identified 42 articles and analyzed that social reference frames as compared to progress reference frames are commonly employed in LADs. Key indicators include class performance average, class performance mean, average performance of the class, etc. These insights contribute to the ongoing development and best practices of LAD design. The knowledge and findings can help educators, researchers, system designers and policymakers decide how best to incorporate these tools into educational settings.