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While learning analytics dashboards (LADs) are the most common form of LAintervention, there is limited evidence regarding their impact on studentslearning outcomes. This systematic review synthesizes the findings of 38research studies to investigate the impact of LADs on students' learningoutcomes, encompassing achievement, participation, motivation, and attitudes.As we currently stand, there is no evidence to support the conclusion that LADshave lived up to the promise of improving academic achievement. Most studiesreported negligible or small effects, with limited evidence from well-poweredcontrolled experiments. Many studies merely compared users and non-users ofLADs, confounding the dashboard effect with student engagement levels.Similarly, the impact of LADs on motivation and attitudes appeared modest, withonly a few exceptions demonstrating significant effects. Small sample sizes inthese studies highlight the need for larger-scale investigations to validatethese findings. Notably, LADs showed a relatively substantial impact on studentparticipation. Several studies reported medium to large effect sizes,suggesting that LADs can promote engagement and interaction in online learningenvironments. However, methodological shortcomings, such as reliance ontraditional evaluation methods, self-selection bias, the assumption that accessequates to usage, and a lack of standardized assessment tools, emerged asrecurring issues. To advance the research line for LADs, researchers should userigorous assessment methods and establish clear standards for evaluatinglearning constructs. Such efforts will advance our understanding of thepotential of LADs to enhance learning outcomes and provide valuable insightsfor educators and researchers alike.

Have Learning Analytics Dashboards Lived Up to the Hype? A Systematic  Review of Impact on Students' Achievement, Motivation, Participation and  Attitude