Idiographic learning analytics: Mapping of the ethical issues

Abstract

This paper examines the ethical implications of idiographic learning analytics (LA), a personalized approach to learning where individual student data serves as the primary reference frame for analysis. By focusing on the unique characteristics of each learner, idiographic LA offers tailored educational experiences that could potentially enhance learning outcomes. This personalized approach offers new possibilities to mitigate common ethical challenges in nomothetic LA. This study explores the ethical dimensions of idiographic LA by integrating theories and lessons learned from implementing idiographic approaches in the fields of quantified self, recommender systems, intelligent tutoring systems, and artificial intelligence personalization. We employ a consequentialist ethical perspective to assess the implications of idiographic practices in education, highlighting potential benefits and risks and mapping the main ethical issues differentiating idiographic LA from nomothetic LA. The paper provides several points of consideration to ensure ethical implementations of idiographic LA. • Personalized learning benefits and ethical dilemmas require equal consideration. • The idiographic learning analytics approach may not be helpful for all types of students. • Idiographic learning analytics may not be scalable without compromising on privacy. • Idiographic interventions may be more ethical, as the models are more precise.