A Comprehensive Bibliometric Analysis of Learning Analytics in Education Research

The purpose of this study is to present data on the use of learning analytics in the field of education. For this purpose, data available in the Web of Science database were examined using bibliometric analysis. The publication distribution varied between 2011 and 2022, with the number of publications reaching its peak in 2020 and declining thereafter. Findings from co-authorship analysis indicate that Dragan Ga & scaron;evi & cacute; is the most prolific author and the most cited researcher in the field of learning analytics. Results of co-authorship analysis by country suggest that researchers affiliated with institutions in Australia engage in more collaborative work and cooperation. Results of co-authorship analysis by organizations demonstrate that Monash University in Australia is the organization with the highest level of collaboration with other organizations. The most cited work is Ferguson's (2012) article titled "Learning analytics: drivers, developments and challenges." The most frequently used keywords in conjunction with learning analytics are higher education, educational data mining, online learning, learning design, and self-regulated learning. In recent years, there has been a focus on learning analytics related to learning management systems (LMS) rather than MOOCs in learning environments. The British Journal of Educational Technology, which was established in 1970, is the most cited journal that is commonly referenced in the articles. It is hoped that this study will serve as a valuable reference for researchers interested in the field and guide them in making accurate inferences based on a broad perspective.