Effective Feedback Systems in Learning Analytics: Didactic and Psychological Foundations, Implementations, and Perspectives

Learning Analytics (LA) and LA-based feedback systems have made substantial advancements, providing tools and frameworks designed to improve educational outcomes. However, their long-term effectiveness is often constrained by a predominant focus on technical elements, which can overshadow crucial didactic, psychological, and design-related considerations. This paper introduces an integrative framework for designing LA-based feedback systems that mitigates these limitations by incorporating insights from cognitive and motivational theories. The framework aims to support the development of learner-centered environments that address various learning needs. Based on this framework, practical considerations and recommendations are provided to guide the implementation of feedback systems that move beyond technical constraints. An implemen-tation example illustrates how the framework can be applied using real-time data analysis and learner assessments aiming to improve the usability, effectiveness, and acceptance of feedback systems. This approach highlights the importance of integrating multidisciplinary perspectives in LA to achieve meaningful and impactful educational practices across diverse contexts.