Moroccan students' motivations and expectations for the integration of learning analytics in assessment

In higher education, the use of online learning environments has led to a need for new assessment strategies. Therefore, research on innovative assessment strategies has become more urgent. This study aims to explore students' motivations and expectations regarding the use of learning analytics tools to improve assessment. We interviewed 300 students from six Moroccan universities and found that all the potential of learning analytics is motivating for students. Additionally, students typically anticipate that the university will offer guidance on the frequency and manner in which to reference their educational data analytics, obtain their consent before providing assistance, provide clear explanations of all analytical processes, disclose who has access to their data, and offer real-time support based on the analysis of their educational data.