Learning Analytics (LA) has rapidly expanded through practical and technological innovation, yet its foundational identity has remained theoretically under-specified. This paper addresses this gap by proposing the first axiomatic theory that formally defines the essential structure, scope, and limitations of LA. Derived from the psychological definition of learning and the methodological requirements of LA, the framework consists of five axioms specifying discrete observation, experience construction, state transition, and inference. From these axioms, we derive a set of theorems and propositions that clarify the epistemological stance of LA, including the inherent unobservability of learner states, the irreducibility of temporal order, constraints on reachable states, and the impossibility of deterministically predicting future learning. We further define LA structure and LA practice as formal objects, demonstrating the sufficiency and necessity of the axioms and showing that diverse LA approaches -- such as Bayesian Knowledge Tracing and dashboards -- can be uniformly explained within this framework. The theory provides guiding principles for designing analytic methods and interpreting learning data while avoiding naive behaviorism and category errors by establishing an explicit theoretical inference layer between observations and states. This work positions LA as a rigorous science of state transition systems based on observability, establishing the theoretical foundation necessary for the field's maturation as a scholarly discipline.

Th e new educational models such as Smart Learning environments use of digita l and context - aware devices to facilitate the learning process . In this new educational scenario, a huge quantity of multimodal students' data from a variety of different sources can be captured, fused and analyze. It offers to researchers and educators a unique opportunity of being able to discover new knowledge to better understand the learning process and to intervene if necessary. However, it is necessary t o apply correctly d ata f usion approaches and techniques in order to combine various sources of Multimodal Learning Data (MLA) . The se sources or modalities in MLA include audio, video, electrodermal activity data, eye - tracking, user logs and click - stream data, but also learning artifacts and more natural human signals such as gestures, gaze, speech or writing. This survey introduces data fusion in Learning Analytics (LA) and Educational Data Mining (EDM) and how these data fusion techniques have been applied in Smart Learning. It shows the current state of the art by reviewing the main publications, the main type of fused educational data, and the data fusion approaches and techniques used in EDM/LA, as well as the main open problems, trends and challenges in th is specific research area.

In modern online learning, understanding and predicting student behavior is crucial for enhancing engagement and optimizing educational outcomes. This systematic review explores the integration of biosensors and Multimodal Learning Analytics (MmLA) to analyze and predict student behavior during computer-based learning sessions. We examine key challenges, including emotion and attention detection, behavioral analysis, experimental design, and demographic considerations in data collection. Our study highlights the growing role of physiological signals, such as heart rate, brain activity, and eye-tracking, combined with traditional interaction data and self-reports to gain deeper insights into cognitive states and engagement levels. We synthesize findings from 54 key studies, analyzing commonly used methodologies such as advanced machine learning algorithms and multimodal data pre-processing techniques. The review identifies current research trends, limitations, and emerging directions in the field, emphasizing the transformative potential of biosensor-driven adaptive learning systems. Our findings suggest that integrating multimodal data can facilitate personalized learning experiences, real-time feedback, and intelligent educational interventions, ultimately advancing toward a more customized and adaptive online learning experience.

Eye-tracking offers rich insights into student cognition and engagement, but remains underutilized in classroom-facing educational technology due to challenges in data interpretation and accessibility. In this paper, we present the iterative design and evaluation of a gaze-based learning analytics dashboard for English Language Arts (ELA), developed through five studies involving teachers and students. Guided by user-centered design and data storytelling principles, we explored how gaze data can support reflection, formative assessment, and instructional decision-making. Our findings demonstrate that gaze analytics can be approachable and pedagogically valuable when supported by familiar visualizations, layered explanations, and narrative scaffolds. We further show how a conversational agent, powered by a large language model (LLM), can lower cognitive barriers to interpreting gaze data by enabling natural language interactions with multimodal learning analytics. We conclude with design implications for future EdTech systems that aim to integrate novel data modalities in classroom contexts.

Generative AI offers potential for educational support, but often lacks pedagogical grounding and awareness of the student's learning context. Furthermore, researching student interactions with these tools within authentic learning environments remains challenging. To address this, we present JELAI, an open-source platform architecture designed to integrate fine-grained Learning Analytics (LA) with Large Language Model (LLM)-based tutoring directly within a Jupyter Notebook environment. JELAI employs a modular, containerized design featuring JupyterLab extensions for telemetry and chat, alongside a central mid-dleware handling LA processing and context-aware LLM prompt enrichment. This architecture enables the capture of integrated code interaction and chat data, facilitating real-time, context-sensitive AI scaffolding and research into student behaviour. We describe the system's design, implementation, and demonstrate its feasibility through system performance benchmarks and two proof-of-concept use cases illustrating its capabilities for logging multi-modal data, analysing help-seeking patterns, and supporting A/B testing of AI configurations. JELAI's primary contribution is its technical framework, providing a flexible tool for researchers and educators to develop, deploy, and study LA-informed AI tutoring within the widely used Jupyter ecosystem.

In this article, we present a novel multimodal feedback framework called MOSAIC-F, an acronym for a data-driven Framework that integrates Multimodal Learning Analytics (MMLA), Observations, Sensors, Artificial Intelligence (AI), and Collaborative assessments for generating personalized feedback on student learning activities. This framework consists of four key steps. First, peers and professors' assessments are conducted through standardized rubrics (that include both quantitative and qualitative evaluations). Second, multimodal data are collected during learning activities, including video recordings, audio capture, gaze tracking, physiological signals (heart rate, motion data), and behavioral interactions. Third, personalized feedback is generated using AI, synthesizing human-based evaluations and data-based multimodal insights such as posture, speech patterns, stress levels, and cognitive load, among others. Finally, students review their own performance through video recordings and engage in self-assessment and feedback visualization, comparing their own evaluations with peers and professors' assessments, class averages, and AI-generated recommendations. By combining human-based and data-based evaluation techniques, this framework enables more accurate, personalized and actionable feedback. We tested MOSAIC-F in the context of improving oral presentation skills.

Objective This study is part of a series of initiatives at a UK university designed to cultivate a deep understanding of students' perspectives on analytics that resonate with their unique learning needs. It explores collaborative data processing undertaken by postgraduate students who examined an Open University Learning Analytics Dataset (OULAD). Methods A qualitative approach was adopted, integrating a Retrieval-Augmented Generation (RAG) and a Large Language Model (LLM) technique with human-led content analysis to gather information about students' perspectives based on their submitted work. The study involved 72 postgraduate students in 12 groups. Findings The analysis of group work revealed diverse insights into essential learning analytics from the students' perspectives. All groups adopted a structured data science methodology. The questions formulated by the groups were categorised into seven themes, reflecting their specific areas of interest. While there was variation in the selected variables to interpret correlations, a consensus was found regarding the general results. Conclusion A significant outcome of this study is that students specialising in data science exhibited a deeper understanding of learning analytics, effectively articulating their interests through inferences drawn from their analyses. While human-led content analysis provided a general understanding of students' perspectives, the LLM offered nuanced insights.

Large Language Models (LLMs) like GPT-4o can help automate text classification tasks at low cost and scale. However, there are major concerns about the validity and reliability of LLM outputs. By contrast, human coding is generally more reliable but expensive to procure at scale. In this study, we propose a hybrid solution to leverage the strengths of both. We combine human-coded data and synthetic LLM-produced data to fine-tune a classical machine learning classifier, distilling both into a smaller BERT model. We evaluate our method on a human-coded test set as a validity measure for LLM output quality. In three experiments, we systematically vary LLM-generated samples' size, variety, and consistency, informed by best practices in LLM tuning. Our findings indicate that augmenting datasets with synthetic samples improves classifier performance, with optimal results achieved at an 80% synthetic to 20% human-coded data ratio. Lower temperature settings of 0.3, corresponding to less variability in LLM generations, produced more stable improvements but also limited model learning from augmented samples. In contrast, higher temperature settings (0.7 and above) introduced greater variability in performance estimates and, at times, lower performance. Hence, LLMs may produce more uniform output that classifiers overfit to earlier or produce more diverse output that runs the risk of deteriorating model performance through information irrelevant to the prediction task. Filtering out inconsistent synthetic samples did not enhance performance. We conclude that integrating human and LLM-generated data to improve text classification models in assessment offers a scalable solution that leverages both the accuracy of human coding and the variety of LLM outputs.

The increasing use of machine learning in learning analytics (LA) has raised significant concerns around algorithmic fairness and privacy. Synthetic data has emerged as a dual-purpose tool, enhancing privacy and improving fairness in LA models. However, prior research suggests an inverse relationship between fairness and privacy, making it challenging to optimize both. This study investigates which synthetic data generators can best balance privacy and fairness, and whether pre-processing fairness algorithms, typically applied to real datasets, are effective on synthetic data. Our results highlight that the DEbiasing CAusal Fairness (DECAF) algorithm achieves the best balance between privacy and fairness. However, DECAF suffers in utility, as reflected in its predictive accuracy. Notably, we found that applying pre-processing fairness algorithms to synthetic data improves fairness even more than when applied to real data. These findings suggest that combining synthetic data generation with fairness pre-processing offers a promising approach to creating fairer LA models.

In this study, we explore the growing potential of AI and deep learning technologies, particularly Generative Adversarial Networks (GANs) and Large Language Models (LLMs), for generating synthetic tabular data. Access to quality students data is critical for advancing learning analytics, but privacy concerns and stricter data protection regulations worldwide limit their availability and usage. Synthetic data offers a promising alternative. We investigate whether synthetic data can be leveraged to create artificial students for serving learning analytics models. Using the popular GAN model CTGAN and three LLMs- GPT2, DistilGPT2, and DialoGPT, we generate synthetic tabular student data. Our results demonstrate the strong potential of these methods to produce high-quality synthetic datasets that resemble real students data. To validate our findings, we apply a comprehensive set of utility evaluation metrics to assess the statistical and predictive performance of the synthetic data and compare the different generator models used, specially the performance of LLMs. Our study aims to provide the learning analytics community with valuable insights into the use of synthetic data, laying the groundwork for expanding the field methodological toolbox with new innovative approaches for learning analytics data generation.