The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape

This article presents the findings of a systematic qualitative analysis of research in the ethics of digital trace data use in learning and education. From the resulting analysis of 77 peer-reviewed studies, we (1) map the characteristics of research by study type, academic community, institutional setting, and national context; (2) identify the primary ethical concerns and related responses; and (3) highlight the research gaps. Four areas of focus are identified in this emerging area: (1) privacy, informed consent, and data ownership; (2) validity and integrity; (3) ethical decision making; and (4) governance and accountability. We highlight the lack of evidence particularly for preschool and school-aged children and the disparate communities working in this domain, and we suggest a more cohesive approach, where the wider learning and educational ecosystem is recognized, explicit engagement with ethical theory is central, and mid- to long-term ethical issues are considered alongside immediate concerns.

Automated summary

This study provides a systematic qualitative analysis of research in the ethics of digital trace data use in learning and education, mapping out research characteristics, primary ethical concerns, and research gaps identified from 77 peer-reviewed studies. Four focus areas are identified in this emerging field, highlighting the need for more evidence, cohesive approaches, and consideration of mid- to long-term ethical issues.