Purpose The purpose of this study is to investigate students’ motivations and expectations regarding the implementation of learning analytics (LA) tools to enhance assessment strategies in higher education. As online learning environments become more prevalent, there is an urgent need for innovative assessment approaches that cater to the evolving educational landscape. Design/methodology/approach The author conducted a survey with 300 students across six universities in Morocco. This quantitative approach allowed the author to collect structured data on students’ perspectives on LA and its role in assessment. The survey method was designed to provide statistically significant insights while ensuring a broad representation of student opinions. Findings The results indicate that students find the potential of LA highly motivating. Furthermore, students expressed expectations for universities to provide comprehensive guidance on how and when to reference their educational data. Key expectations included obtaining student consent prior to assistance, offering clear explanations of analytical processes, disclosing access to their data and providing real-time support based on educational data analysis. Research limitations/implications This study has several limitations that may affect the generalizability and interpretation of its findings. Institutional readiness: It is assumed that all participating universities possess a comparable level of readiness for integrating LA, which may not reflect reality. Variations in infrastructure, support services and institutional policies could significantly influence students’ experiences and expectations regarding LA. Technological constraints: The capacity of universities to offer real-time support and guidance based on educational data analytics may be constrained by technological limitations, which were not thoroughly examined in this research. Originality/value This research contributes to the understanding of Moroccan students’ perceptions on LA in higher education, highlighting their desire for transparency, consent and support. It emphasizes the necessity for universities to adopt student-centered approaches when integrating LA into assessment strategies, ensuring that these tools align with students’ expectations and educational needs.
Zine et al. (Tue,) studied this question.