The integration of technology in education holds promise for revolutionizing learning experiences by improving efficiency, enriching content, and empowering educators and learners alike. Learning analytics (LA) emerges as a crucial tool, utilizing data within virtual learning environments to scrutinize and refine the teaching/ learning process. However, despite the abundance of data, educators often lack the expertise to effectively utilize this information, impeding its potential to enhance teaching methods and student outcomes. Furthermore, the ethical and practical boundaries of employing learning analytics remain undefined.
This article endeavours to explore the foundational prerequisites for devising an integrated Learning analytics and Action research (LAAR) model. This model seeks to equip educators in general education institutions with the tools to monitor learners and teaching/ learning dynamics in digital settings, facilitating data-driven decision-making for pedagogical improvements. Employing the Design science research methodology, particularly focusing on cognitive artifacts like human-computer interfaces, this research aims to address existing methodological limitations and propose novel solutions. By aligning with the socio-technical nature of learning analytics systems, involving diverse stakeholders and technology, this approach aims to foster the interpretation and application of analytics data in educational contexts.