Students' perceptions about learning analytics in a Brazilian higher education institution

Taciana Pontual Falcão, Rafael Ferreira, Rodrigo Lins Rodrigues, Juliana Diniz, Dragan Gašević

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9 Citations (Scopus)


In recent years, several tools to support learning processes have emerged from the research on Learning Analytics (LA). However, little attention has been given to the contexts where learning takes place, and to the stakeholders involved in implementing and using these tools. Following the SHEILA Framework, we present the results of interviews and focus groups with students from a Brazilian public university on their perceptions of the potential and risks of using LA in higher education. Findings indicate great difficulties to use the Learning Management System; lack of effective communication with teaching staff; lack of quality and timely feedback; high perceived value of personalization; rejection of competition and rankings; issues with self-confidence; and trustworthiness of the educational institution. From the analysis of students' perspectives, we point to opportunities to use LA in the context of a Brazilian public university.

Original languageEnglish
Title of host publicationProceedings - IEEE 19th International Conference on Advanced Learning Technologies, ICALT 2019
EditorsMaiga Chang, Demetrios G Sampson, Ronghuai Huang, Alex Sandro Gomes, Nian-Shing Chen, Ig Ibert Bittencourt, Kinshuk , Diego Dermeval, Ibsen Mateus Bittencourt
Place of PublicationPiscataway NJ USA
PublisherIEEE, Institute of Electrical and Electronics Engineers
Number of pages3
ISBN (Electronic)9781728134857
ISBN (Print)9781728134864
Publication statusPublished - 2019
EventIEEE International Conference on Advanced Learning Technologies 2019 - Maceio, Brazil
Duration: 15 Jul 201918 Jul 2019
Conference number: 19th (Proceedings)


ConferenceIEEE International Conference on Advanced Learning Technologies 2019
Abbreviated titleICALT 2019
Internet address


  • Higher education institutions
  • Human factors
  • Learning analytics
  • Qualitative research

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