The design and impacts of collaborative learning analytics dashboards: a systematic review and meta-analysis

Collaborative learning analytics dashboards (CLADs), which present visualization-based feedback on collaborative learning processes, offer teachers and students a critical tool for data-informed reflection and decision-making. Previous reviews of learning analytics dashboards have focused on their impact on students’ performance, without specifically considering the design and effectiveness of the dashboards in collaborative learning contexts. The present study fills this gap by providing a systematic review and meta-analysis of the design, implementation, application, and effectiveness of CLADs, based on 51 studies identified using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. We found that teacher-facing CLADs are designed to monitor collaborative learning processes, diagnose collaborative learning difficulties, serve as intervention tools, and support feedback development. In contrast, student-facing CLADs are designed to enhance collaborative interaction, support shared regulation, and increase group awareness. Descriptive analysis was the primary method used to analyse process data in CLADs. A few studies drew on theories to guide the selection of analytical indicators and system development. Our meta-analysis revealed that CLADs have a statistically significant positive effect on student learning performance in collaborative settings. Based on these findings, this study proposes a framework of six interconnected steps that structure the development process of CLADs. The framework provides actionable guidance for developing CLADs that are pedagogically and theoretically grounded, and adaptable to evolving analytical methods.