The proliferation of varied types of multi-user interactive surfaces (such as digital whiteboards, tabletops and tangible interfaces) is opening a new range of applications in face-to-face (f2f) contexts. They offer unique opportunities for Learning Analytics (LA) by facilitating multi-user sensemaking of automatically captured digital footprints of students' f2f interactions. This paper presents an analysis of current research exploring learning analytics associated with the use of surface devices. We use a framework to analyse our first-hand experiences, and the small number of related deployments according to four dimensions: the  orchestration  aspects involved; the  phases of the pedagogical practice  that are supported; the  target actors;  and the  levels of iteration  of the LA process. The contribution of the paper is twofold: 1) a synthesis of conclusions that identify the degree of maturity, challenges and pedagogical opportunities of the existing applications of learning analytics and interactive surfaces; and 2) an analysis framework that can be used to characterise the design space of similar areas and LA applications.
['Roberto Martinez-Maldonado', 'Bertrand Schneider', 'Sven Charleer', 'Simon Buckingham Shum', 'Joris Klerkx', 'Erik Duval']
Interactive surfaces and learning analytics: data, orchestration aspects, pedagogical uses and challenges