Learning analytics in virtual platforms: the use of data for the continuous improvement of the educational process

Abstract

The sustained expansion of virtual learning platforms has led to significant transformations in educational processes, as they have become environments that not only facilitate access to content but also record detailed information on students’ interactions, behaviours, and learning trajectories. In this context, learning analytics is configured as an interdisciplinary field focused on the analysis and interpretation of educational data in order to deepen understanding of teaching and learning processes within digital environments. Through a documentary approach of a descriptive–analytical nature, scholarly contributions related to the use of data in virtual platforms are examined, without direct intervention in specific educational contexts. The bibliographic review was structured in accordance with the general guidelines of the PRISMA protocol, enabling a transparent organisation of the identification, selection, and refinement of sources. The analysis conducted makes it possible to recognise that learning analytics contributes to a broader understanding of learning dynamics, patterns of student participation, and processes of academic self-regulation when information is interpreted from a pedagogical and contextualised perspective. Additionally, challenges are identified in relation to data interpretation, the integration of analytical outcomes into instructional design, and the incorporation of ethical considerations, highlighting the importance of conceiving learning analytics as a resource oriented towards the continuous improvement of the educational process in virtual platforms.