Creativity in Learning Analytics: A Systematic Literature Review

Creativity is increasingly recognized as an essential 21st-century skill, critical for innovation, problem-solving, and personal growth. Educational systems have responded by prioritizing creative thinking, prompting researchers to explore the potential of Learning Analytics (LA) to support and enhance creativity. This systematic review synthesizes empirical studies, theoretical frameworks, and methodological innovations from databases such as Web of Science, Scopus, ERIC, ProQuest, and Google Scholar, examining how creativity is operationalized within LA contexts. The review identifies diverse assessment frameworks, encompassing divergent thinking tests, product-based evaluations, behavioral metrics, and process-oriented assessments, often underpinned by the "4 Ps of Creativity" framework (Person, Process, Product, Press). Tools such as automated scoring systems, multimodal analytics, and AI-enhanced assessments demonstrate the potential to objectively and reliably capture creative processes and outcomes. However, significant challenges remain, including definitional ambiguity, inconsistent metrics, scalability issues, and ethical concerns related to data privacy. This review underscores the transformative capacity of LA to foster creativity in education while highlighting the critical need for standardized, robust methodologies and inclusive frameworks. By addressing identified gaps, future research can advance innovative approaches to assess and cultivate creativity using LA.