# Data Science Students Perspectives on Learning Analytics: An Application of Human-Led and LLM Content Analysis

arXiv: https://arxiv.org/abs/2502.10409 · HTML: https://mlsanity.com/paper/2502.10409/

## Key facts

- No citing papers in the map yet (data through 14 Oct 2026).
- Builds on 5 of its 52 references that are in the map.
- First posted on arXiv 22 Jan 2025.

## Builds on (most cited first, 5 of 5)

- [Retrieval-Augmented Generation for Knowledge-Intensive NLP Tasks](https://mlsanity.com/paper/2005.11401/) (2020)
- [Retrieval-Augmented Generation for Large Language Models: A Survey](https://mlsanity.com/paper/2312.10997/) (2023)
- [Efficient and robust approximate nearest neighbor search using Hierarchical Navigable Small World graphs](https://mlsanity.com/paper/1603.09320/) (2016)
- [LLM-in-the-loop: Leveraging Large Language Model for Thematic Analysis](https://mlsanity.com/paper/2310.15100/) (2023)
- [Human-Centred Learning Analytics and AI in Education: a Systematic Literature Review](https://mlsanity.com/paper/2312.12751/) (2023)

## Abstract (arXiv)

Objective This study is part of a series of initiatives at a UK university designed to cultivate a deep understanding of students' perspectives on analytics that resonate with their unique learning needs. It explores collaborative data processing undertaken by postgraduate students who examined an Open University Learning Analytics Dataset (OULAD). Methods A qualitative approach was adopted, integrating a Retrieval-Augmented Generation (RAG) and a Large Language Model (LLM) technique with human-led content analysis to gather information about students' perspectives based on their submitted work. The study involved 72 postgraduate students in 12 groups. Findings The analysis of group work revealed diverse insights into essential learning analytics from the students' perspectives. All groups adopted a structured data science methodology. The questions formulated by the groups were categorised into seven themes, reflecting their specific areas of interest. While there was variation in the selected variables to interpret correlations, a consensus was found regarding the general results. Conclusion A significant outcome of this study is that students specialising in data science exhibited a deeper understanding of learning analytics, effectively articulating their interests through inferences drawn from their analyses. While human-led content analysis provided a general understanding of students' perspectives, the LLM offered nuanced insights.