牟智佳 刘珊珊 高雨婷
（江南大学 人文学院，江苏 无锡 214122）
【摘 要】国际学习分析组织及其学术群体一直引领并推动着学习分析领域的研究和发展，其研究旨趣得到全球范围研究者的广泛认同，展现了较好的学术气象和较强的教育实践影响力。为把握该领域的研究发展脉络及其前景，以近十年专业学术期刊与会议文献为数据源，采用关联分析、社会网络分析、聚类分析、知识图谱、共现网络分析、统计分析等方法进行数据处理与可视化分析。研究结果显示：①学习分析领域形成了以美国、澳大利亚和英国为主阵地，以加拿大、西班牙、中国、德国和英国苏格兰地区为主要参与成员的全球网络合作共同体；②不同时期的主要人物呈现接力状态，且作者群合作关系较为紧密，没有显著的学术孤岛现象；③通过双聚类分析和共现词频归纳得出学习分析研究的十个热点主题；④通过层级与归属关系分析得出研究主题的变迁路径；⑤通过河流演进分析得出数据来源、分析方法、研究热点、研究环境的变化态势；⑥通过引文统计分析总结出学习分析发展的三个阶段及其特征。最后从学习分析作用及其影响的视角提出未来还需要关注的议题，助力学习分析赋能学与教。
【关键词】学习分析；数据挖掘；热点主题；研究演进；聚类分析；知识图谱
Ten Years of Research in the Field of International Learning Analytics: Hot Spots, Context and Prospects:A Review
MOU Zhijia, LIU Shanshan and GAO Yuting
(Research Center of “Internet Plus Education”, Jiangnan University, Wuxi 214122, China)
Abstract：International organizations and academic groups of learning analytics have been leading and promoting research and development in its field. Their research interests have been world-widely recognized, showing sound academic atmosphere and a positive influence on educational practice. In order to grasp trends and prospects in this field, academic journals and conference papers in recent ten years were taken as data source, and association analysis methods, social network analysis, cluster analysis, knowledge mapping, co-occurrence network analysis, and time series analysis were used to carry out data processing and visualization analysis. Results are as follows: 1)A global network cooperation community has been formed in the field of learning analytics, with United States, Australia and the United Kingdom in main positions, and Canada, Spain, China, Germany and Scotland as main participating countries; 2)The main characters of different periods present relay state, and author group has close cooperation relationship, distinct academic island phenomenon was nor found; 3)Ten hot topics of learning analytics research were concluded through double cluster analysis and co-occurrence word frequency induction; 4)Research theme changes could be seen through analysis of the relationship between hierarchy and attribution;5)The change trend of data sources, analysis methods, research hotspots and research environment are obtained through analysis of river evolution;6) Three stages and characteristics of the development of learning analytics are summarized through the analysis of citation time series. Finally, future issues worth drawn attention to in powering learning and teaching are given from the perspective of learning analytics’ impact and influence.
Keywords：learning analytics; data mining; hot topics; research evolution; cluster analysis; knowledge map
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国际学习分析领域研究十年回顾：热点、脉络与前瞻.pdf
