The rapid expansion of Learning Analytics (LA) and Artificial Intelligence in Education (AIED) offers new scalable, data-intensive systems but also raises concerns about data privacy and agency. Excluding stakeholders -- like students and teachers -- from the design process can potentially lead to mistrust and inadequately aligned tools. Despite a shift towards human-centred design in recent LA and AIED research, there remain gaps in our understanding of the importance of human control, safety, reliability, and trustworthiness in the design and implementation of these systems. We conducted a systematic literature review to explore these concerns and gaps. We analysed 108 papers to provide insights about i) the current state of human-centred LA/AIED research; ii) the extent to which educational stakeholders have contributed to the design process of human-centred LA/AIED systems; iii) the current balance between human control and computer automation of such systems; and iv) the extent to which safety, reliability and trustworthiness have been considered in the literature. Results indicate some consideration of human control in LA/AIED system design, but limited end-user involvement in actual design. Based on these findings, we recommend: 1) carefully balancing stakeholders' involvement in designing and deploying LA/AIED systems throughout all design phases, 2) actively involving target end-users, especially students, to delineate the balance between human control and automation, and 3) exploring safety, reliability, and trustworthiness as principles in future human-centred LA/AIED systems.
Indexing Analytics to Instances: How Integrating a Dashboard can Support Design Education
Audigent（奥迪金特）；Texas A&M University（德克萨斯农工大学）；University of Illinois Chicago（芝加哥伊利诺伊大学）；Mapware（地图软件公司）；Microsoft（微软公司）；Illinois State University（伊利诺伊州立大学）
Towards responsible AI for education: Hybrid human-AI to confront the Elephant in the room
Tallinn University（塔林大学）；University of Jyväskylä（于韦斯屈莱大学）；Czech Technical University（捷克理工大学）；Gangneung-Wonju National University（江陵原州大学）；Monash University（莫纳什大学）；University of Central Florida（中佛罗里达大学）
Artificial Intelligence and Cost Reduction in Public Higher Education: A Scoping Review of Emerging Evidence
School of Science and Technology, Hellenic Open University（希腊开放大学科学与技术学院）；School of Humanities, Hellenic Open University（希腊开放大学人文学院）；School of Social Sciences, Hellenic Open University（希腊开放大学社会科学学院）
Strategies for Democratization of Supercomputing: Availability, Accessibility and Usability of High Performance Computing for Education and Practice of Big Data Analytics
Through the WordStream Glass: Revisiting Quantitative Encoding for Qualitative Learning Analytics
Harvard Medical School（哈佛医学院）；University of New Hampshire（新罕布什尔大学）；Hanoi University of Science and Technology（河内科学技术大学）；University of Washington Bothell（华盛顿大学博塞尔分校）
Trustworthy Intelligent Education: A Systematic Perspective on Progress, Challenges, and Future Directions
School of Artificaial Intelligence, Anhui University（人工智能学院，安徽大学）；School of Computer Science and Technology, Anhui University（计算机科学与技术学院，安徽大学）；Institutes of Physical Science and Information Technology, Anhui University（物理科学与信息技术研究院，安徽大学）
