Model-Based Learning Analytics for a Partnership of Teachers and Intelligent Systems: A Bibliometric Systematic Review

This paper presents a bibliometric systematic review on model-based learning analytics (MbLA), which enable coupling between teachers and intelligent systems to support the process. is achieved through that make their models of student instruction transparent teachers. We use network analysis topic modelling explore synergies related research groups main topics considered in 42 reviewed papers. Network depicts an early stage community, made up several groups, mainly from fields tutoring systems, have had little explicit implicit collaboration but do share common core literature. Th resulting can be grouped into ones teacher practices, such as awareness reflection, orchestration, or assessment frameworks, technology used open teachers, dashboards adaptive architectures. Moreover, results show MbLA has taken individualistic approach instruction, neglecting social aspects elements collaborative learning. To advance MbLA, future should focus hybrid teacher–AI approaches foster partnership process, involve development cycle stage, follow interdisciplinary approach.