ABSTRACT
In this chapter, we provide a critical review of research into the pedagogic potential of data-driven learning (DDL). We first review attitudinal research, concluding that both teachers and learners generally see the potential of DDL, though they also point to both technical and pedagogical drawbacks. We then review empirical research into learning gains from DDL projects, referring mainly to meta-studies carried out in this domain, which consistently show useful learning gains. In the light of the research evidence, we take the view that, while DDL might not always be appropriate for every teaching and learning context, it should be part of every teacher's repertoire so that they can apply it in a context-sensitive way. Accordingly, we consider factors which have to be borne in mind when applying DDL, make recommendations as to how the potential of DDL can best be realised, and suggest how oft-cited obstacles can be overcome. Our overall position is that, in the hands of critically aware teachers, DDL has a lot to offer.
