A Systematic Literature Review of Indicators for the Understanding of Interactions in Virtual Learning Environments

Abstract

Virtual Learning Environments (VLEs) are becoming an innovative e-learning alternative. However, the implementation of these platforms suffers, in practice, of several issues among which the understanding of interactions inside the learning environment is an outstanding challenge for improving student experience. In this systematic literature review, we classify indicators found on academic contributions according to three categories of interactions to which they can contribute: Agent, Frequency and Participation Mode. Our results highlight that most of indicators focus on explicit actions. However, an alternative approach based on the understanding of perceptions and motivations could lead to propose indicators to solve problems for which there is no visible solution. The results presented in this study give a head start for implementing learning analytics solutions that would allow pedagogical managers to improve students' experience on VLEs.