This database has been created to accompany the LAK23 conference paper, 'The current state of using learning analytics to measure and support K-12 student engagement: A scoping review' by Melissa Bond, Olga Viberg, & Nina Bergdahl.

Student engagement has been identified as a critical construct for understanding and predicting educational success. However, research has shown that it can be hard to align data-driven insights of engagement with observed and self-reported levels of engagement. Given the emergence and increasing application of learning analytics (LA) within K-12 education, further research is needed to understand how engagement is being conceptualized and measured within LA research. This scoping review identifies and synthesizes literature published between 2011-2022, focused on LA and student engagement in K-12 contexts, and indexed in five international databases. 27 articles and conference papers from 13 different countries were included for review. We found that most of the research was undertaken in middle school years within STEM subjects. The results show that there is a wide discrepancy in researchers’ understanding and operationalization of engagement and little evidence to suggest that LA improves learning outcomes and support. However, the potential to do so remains strong. Guidance is provided for future LA engagement research to better align with these goals.

The project can be found here on OSF and the search strategy resources can be found here:

• Record keeping log
• Data extraction coding tool
• List of studies in the corpus
• Example engagement indicators