Figure 4
The scatter plot is titled “Prominence of Issues in Learning Analytics Literature.” The horizontal axis is labeled “Study Number” and ranges from 2 to 10 in increments of 2 units. The vertical axis is labeled “Issue Prominence Score” and ranges from 50 to 90 in increments of 10 units. A legend in the top right indicates that the graph displays data points for the following three categories: “Privacy,” “Bias,” and “Transparency”. The data values are as follows: For “Privacy”: (1, 83.98), (2, 68.64), (3, 98.04), (4, 75.07), (5, 84.37), (6, 92.42), (7, 94.27), (9, 67.24), and (10, 84.61). For “Bias”: (1, 80), (2, 60), (3, 89.01), (4, 71.64), (5, 73.57), (6, 72.31), (7, 79.98), (8, 88.02), (9, 79.08), and (10, 53.61). For “Transparency”: (1, 78.18), (2, 79.87), (3, 69.32), (4, 43.48), (5, 45.71), (6, 52.63), (7, 46.84), (8, 43.31), (9, 55.32), and (10, 49.94). Note: All numerical data values are approximated.Salience of ethical issues in learning analytics literature. Comparative visualisation showing the relative prominence of privacy, bias and transparency concerns within learning-analytics research, with privacy emerging as the dominant ethical consideration due to the extensive collection of student data. Source: created by the author based on systematic literature review findings (Arnold and Sclater, 2017; O’Neil, 2016; Sclater, 2017; Slade and Prinsloo, 2013; Tsai et al., 2018)