## 2 Literature Review
### Communication and Feedback  
The evaluation process requires monitoring of student progress by the virtual tutor or teacher. The objective of evaluation and monitoring is to intervene based on the students' behavior. The search for consistent performance evaluation has motivated a renewed interest in research related to LA and Data Mining techniques to help tutors interpret raw data from the online environment. It has been found that learning objectives, learning activities, and assessments are interrelated elements that allow students to observe their learning, and that there is a need for tools that help teachers to monitor the academic progress of e-learning [8]. Previous studies have investigated the relationship between the frequency of use that students make of the LMS, such as logins, use of the discussion forum, resources used, and learning performance; however, these models do not consider other factors. The results show the central role of self-efficacy in predicting student performance. Online activity was not predictive of performance, suggesting psychological factors' primacy over online engagement in determining the outcome. Measuring student behaviors through learning analytics allows researchers to examine relationships between LMS use and student performance. Three measures were taken at the end of the semester to assess performance: (1) the number of times the student connected to the learning management system during the course of a semester of approximately 12 weeks; (2) the number of discussion messages read; (3) the number of discussion threads created; and (4) the number of resources reviewed. Correlational analyses were conducted using SPSS version 20 to examine the interrelationships between psychological factors, learning analytics, and grade pointing results. Students who have high levels of confidence in themselves and in their ability to achieve academically are more likely to experience academic success. This finding alone has several implications for educators involved in developing and implementing courses for students. Specifically, courses should promote learning environments that foster approaches that build confidence to learn. Along with numerous conceptual studies, a gradual accumulation of empirical evidence has indicated a strong connection between instructors' design learning and student behavior. The extent to which student engagement time was aligned with the tutor's learning design and how engagement varied between different performance levels wasinvestigated. The analysis was conducted using tracking data from 387 students and replicated over two semesters in 2015 and 2016. This study reinforced the importance of the pedagogical context and learning analytics because high-performing students spent more time studying in advance. In contrast, low-performing students spent a significantly larger portion of their time on remedial activities [15]. In educational institutions, success is measured by students' learning performance. Through continuous assessment of learning performance, educators can introduce innovative technologies such as analytic learning management systems to improve desired student outcomes. The results can help tutors improve teaching and learning activities, thereby improving student learning performance. Decision-makers can develop better procedures and guidelines to assist in the planning, design, development, and evaluation of innovative teaching and learning strategies that broadly help students achieve desired outcomes; they also explore learning analytics to improve the educational experience. This study's objective was to explain the relationship between the use of Learning Analytics and the factors that interfere with student learning performance. The Learning Analytics approach implicitly recognizes the importance of student engagement. It adds a new dimension of data to offline engagement measures, such as participation with teachers and peers, time spent on the task, and emotional affinity with assignments [28].