Learning Analytics and Student Engagement in Distance Higher Education: A Cluster-Based Systematic Review (2020–2025)

Abstract

The objective of this study was to analyze the patterns identified in the scientific literature on the use of learning analytics and student engagement in distance higher education (2020–2025). A systematic review was conducted following the PRISMA 2020 model, using Scopus as the sole source. The search yielded 74 records; after filtering and refinement, 58 documents were analyzed, and after screening and full-text evaluation, 29 studies were included in the final synthesis. Bibliometric analysis was applied exploratorily with VOSviewer (keyword co-occurrence) to organize the evidence into four thematic clusters. The findings show an evolution from descriptive approaches to predictive and prescriptive models, with increasing use of AI, dashboards, and learning management systems to monitor, explain, and promote student engagement.