Improving Student Engagement through Learning Analytics and Early Interventions with Learning Locker

Anđela Grujić [0009−0009−1098−4246], Jovana Jović [0000−0002−4204−0233], Mladen Opačić [0009−0000−6246−8002], Emilija Kisić [0000−0003−3059−2353], and Nemanja Zdravković [0000−0002−2631−6308]
Faculty of Information Technology, Belgrade Metropolitan University
Tadeuša Košćuška 63, 11000 Belgrade, Serbia
andjela.grujic@metropolitan.ac.rs,
 jovana.jovic@metropolitan.ac.rs,
mladen.opacic@metropolitan.ac.rs,
emilija.kisic@metropolitan.ac.rs,
nemanja.zdravkovic@metropolitan.ac.rs
DOI: 10.46793/eLearning2025.040G

Abstract. This paper presents the results of a pilot study conducted at Belgrade Metropolitan University within the framework of the Erasmus+ ISILA project which investigates how data-driven early interventions can enhance student engagement and academic performance in higher education courses. Three pilot implementations are carried out in three courses, where each course has integrated the University’s Learning Management System, Learning Locker as a Learning Record Store, while Self-Regulated Learning (SRL) surveys are conducted to collect and analyze student activity data. Learning analytics dashboards are used to identify students at risk of disengagement or low achievement, prompting personalized and general interventions during key points in the semester. Results indicate that targeted communication, flexible deadlines, and additional learning sessions positively influenced engagement and submission rates. The study demonstrates how combining SRL data and learning analytics supports early identification of learning barriers and offers practical insights for improving academic outcomes through evidence-based decision-making.

Keywords: Learning Analytics · Early Intervention · Student Engagement · Self-Regulated Learning

Acknowledgment

This paper was supported in part by the European Commission through the ISILA (2023-1-FI01-KA220-HED-000159757) project, and in part by the Blockchain Technology Laboratory at Belgrade Metropolitan University.

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Izvor: Proceedings of the 16th International Conference on e-Learning (ELEARNING2025)