Learning Analytics in Perspective: Mapping Research Trends and Thematic Clusters

Obhective: The main objective is to map the evolution of current literature on Learning Analytics and identify the most influential sources of knowledge, in order to understand the development trends in the field and provide a foundation for future research. To this end, a bibliometric analysis was conducted in the Scopus database using Vosviewer software. The study covers the period 2012-2024. Theoretical Framework: The study is based on an interdisciplinary approach that integrates educational psychology, data mining, and human-computer interaction. Key concepts such as personalized learning, self-regulated learning, and the ethics of data use are addressed, highlighting tensions between technological innovation and educational responsibility. The role of virtual environments and the use of analytics for informed pedagogical decision-making are also considered. Method: A bibliometric methodology based on a five-stage protocol was used: scope delimitation, data collection, analysis, visualization, and interpretation of results. The Scopus database was used, selecting publications with the term "learning analytics," and the data were processed using VOSviewer software. The co-occurrence of terms, co-authorship, co-citation, thematic areas, and distribution by country were analyzed. Results and Discussion: The analysis showed sustained growth in scientific production, with a notable increase since 2017 and a peak during the pandemic. The most productive countries were the United States, China, and India, revealing a geographic concentration of knowledge. At the thematic level, five clusters were identified: (1) computational methods, (2) pedagogical feedback, (3) analytical frameworks, (4) ethical considerations, and (5) dispositional analytics. These results reflect the transversal and convergent nature of the field, combining technical, pedagogical, and ethical approaches. Research Implications: The findings provide strategic insight for researchers, institutions, and educational policymakers, facilitating an understanding of the field's evolution and guiding future lines of research and collaboration. They also highlight the need for an ethical and inclusive implementation of learning analytics, especially in underrepresented contexts. Originality/Value: This study provides a comprehensive and visual analysis of the field of learning analytics, combining volume, quality, and thematic focus. It is distinguished by mapping global scientific production based on a broad corpus and by highlighting both emerging trends and ethical tensions, which contributes to a more comprehensive and critical understanding of the field.