Unlocking the Potential of Learning Analytics in Digital Education: from Passive Reporting to Active Intervention

Sabiroh Md Sabri, Ismalaili Ismail, Nur Zainie Abd Hamid, Noor Azreen Mohd Khushairi and Mohd Imran Khusairi Shafee
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Sabiroh Md Sabri: Faculty of Business and Management, Universiti Teknologi MARA Cawangan Perlis, 02600 Arau, Perlis,
Ismalaili Ismail: Faculty of Business and Management, Universiti Teknologi MARA Cawangan Perlis, 02600 Arau, Perlis,
Nur Zainie Abd Hamid: Faculty of Business and Management, Universiti Teknologi MARA Cawangan Perlis, 02600 Arau, Perlis,
Noor Azreen Mohd Khushairi: Faculty of Business and Management, Universiti Teknologi MARA Cawangan Perlis, 02600 Arau, Perlis
Mohd Imran Khusairi Shafee: Faculty of Business and Management, Universiti Teknologi MARA Cawangan Perlis, 02600 Arau, Perlis

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 22, 61-67

Abstract: Learning analytics (LA) has emerged as a powerful approach to improving student success, personalizing learning, and guiding institutional decision-making. Despite the availability of rich learner data from learning management systems (LMS) and digital platforms, the use of LA remains underdeveloped in higher education. Most institutions confine analytics to descriptive reporting - tracking logins, task completion, and grades, without advancing toward predictive, personalized, or intervention-oriented applications. This underutilization results in missed opportunities to identify at-risk learners early, support adaptive pathways, and continuously refine curriculum design. This concept paper adopts a qualitative and conceptual research design, drawing on recent literature and theoretical models such as the Technology Acceptance Model (TAM) and Diffusion of Innovations (DOI), to propose the Integrated Learning Analytics Adoption Framework (ILAAF). The framework emphasizes five strategic pillars - vision and governance, capacity building, technology integration, pedagogical alignment, and continuous evaluation, supported by an operational workflow that transforms raw data into actionable insights. The findings highlight that adopting ILAAF can shift LA from passive reporting to active, learner-centered practice. The paper recommends strategic institutional adoption, capacity development, and ethical governance to ensure LA becomes a dynamic driver of engagement, equity, and long-term student success.

Date: 2025
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