Expectations for supporting student engagement with learning analytics: An academic path perspective

Abstract There has been a growing interest in higher education to explore how learning analytics (LA) could be used support student engagement. Providing actionable feedback with LA for students is an emerging area of research. Previous studies have commonly focused on course-level aspects supporting engagement LA, but students' perspectives received limited attention. This study analyzed pre-service teachers’ needs and expectations the academic path level, which means observing continuum periods years. Qualitative content analysis was conducted video-recorded small-group conversations analyze in-depth teachers (N = 40) described their ethical concerns using tools. Students suggested that tools by mediating information between institution, facilitating effective studying, increasing awareness about themselves as learners, providing help different challenging situations, working channel adapt conditions according individual needs. The results this demonstrate are sometimes contradictory, example when suggest more possibilities agentic choices studies, similarly institutional monitoring or progression. offers insights clarify specific objectives LA.