Learning analytics: support from an AI-based virtual assistant in teacher training

Abstract

Learning analytics has become a strategic field in higher education, enabling the pedagogical interpretation of academic and contextual data for informed decision-making. This study aimed to evaluate the impact of using a virtual assistant based on generative artificial intelligence on the development of learning analytics competencies in postgraduate teacher training programs within the Master's Program in Digital Environments. A quasi-experimental design with a quantitative approach was employed, applying a pre-test and a post-test to 170 teacher trainees at the Bolivarian University of Ecuador. The results show statistically significant improvements in analytical skills, with a very large effect size in the statistical analysis dimension. Positive correlations were also identified between the use of the virtual assistant and its perceived pedagogical value. The findings confirm that the assistant acted as an effective pedagogical mediator, integrating statistical analysis and educational interpretation. It is concluded that the virtual assistant not only optimizes the analysis of educational data but also contributes to redefining learning analytics as a formative practice geared toward responsible and contextualized decision-making. Keywords-- learning analytics, generative artificial intelligence, pedagogical decision-making; pedagogical mediation.