<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802025000200070</article-id>
<article-id pub-id-type="doi">10.32870/ap.v17n2.2698</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Revisión sistemática sobre analítica de aprendizaje para detectar problemas en secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Systematic review on learning analytics to detect problems in secondary education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas-Magdaleno]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Morteo]]></surname>
<given-names><![CDATA[Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Estudios Superiores de Zamora  ]]></institution>
<addr-line><![CDATA[ Michoacán]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Baja California Instituto de Ingeniería ]]></institution>
<addr-line><![CDATA[ Baja California]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>70</fpage>
<lpage>83</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802025000200070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802025000200070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802025000200070&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio presenta una revisión sistemática sobre el uso de tableros de analítica de aprendizaje (LADs) en educación secundaria, con énfasis en la detección temprana de problemas académicos. La investigación se desarrolló mediante la búsqueda, selección y análisis de artículos que abordan la implementación de sistemas de analítica de aprendizaje orientados a este nivel educativo. El trabajo se centra en dos preguntas principales: ¿cómo los tableros de analítica de aprendizaje pueden contribuir a identificar de manera oportuna dificultades en el rendimiento estudiantil? y ¿cómo la facilidad de uso de estas herramientas influye en su adopción y efectividad en contextos escolares? Los resultados muestran que, aunque existen avances significativos, persisten limitaciones en cuanto a la accesibilidad, la validación empírica y la adaptación al contexto específico de la educación secundaria. Asimismo, se identificó que los sistemas con enfoques centrados en el usuario y que consideran la participación activa del profesorado favorecen una mayor apropiación pedagógica. En conclusión, se destaca la necesidad de diseñar herramientas de analítica de aprendizaje que integren dimensiones tecnológicas, pedagógicas y éticas, garantizando su utilidad práctica para docentes y directivos escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study presents a systematic review of the use of learning analytics dashboards (LADs) in secondary education, focusing on their role in the early detection of academic problems. The research was carried out through the search, selection, and analysis of articles addressing the implementation of learning analytics systems in this educational level. The review was guided by two main research questions: how learning analytics dashboards can contribute to the timely identification of learning difficulties, and how the usability of these tools influences their adoption and effectiveness in school settings. The findings indicate that, despite notable progress, there are still limitations in terms of accessibility, empirical validation, and adaptation to the specific context of secondary education. Additionally, it was identified that systems designed with user-centered approaches and active teacher participation foster greater pedagogical appropriation and usefulness. In conclusion, the study highlights the importance of designing learning analytics tools that integrate technological, pedagogical, and ethical dimensions, ensuring their practical value for teachers and school administrators.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[analítica de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[detección temprana]]></kwd>
<kwd lng="es"><![CDATA[tableros para docentes]]></kwd>
<kwd lng="en"><![CDATA[Learning analytics]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Secondary education]]></kwd>
<kwd lng="en"><![CDATA[Early detection]]></kwd>
<kwd lng="en"><![CDATA[Teacher dashboard]]></kwd>
</kwd-group>
</article-meta>
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