Learning Analytics Dashboard Research Has Neglected Diversity, Equity and Inclusion

Abstract

Learning analytic dashboards (LADs) have become more prevalent in higher education to help students, faculty, and staff make data-informed decisions. Despite extensive research on the design and usability of LADs, few studies have examined them in relation to issues of diversity, equity, and inclusion. We conducted a critical literature review to address three research questions: How does LAD research contribute to improving diversity, equity, and inclusion? How might LADs contribute to maintaining or exacerbating inequitable outcomes? And what future opportunities exist in this research space? Our review showed little use of LADs to address or improve issues of diversity, equity, and inclusion in the literature thus far. We argue that excluding these issues from LAD research is not an isolated oversight and it risks reinforcing existing inequities within the higher education system. We argue that LADs can be designed, researched, and deployed intentionally to advance equitable outcomes and help dismantle inequities in education. We highlight opportunities for future LAD research to address issues of diversity, equity, and inclusion.