This study provides an overview of the literature on Learning Analytics from 2004 to 2022. Bibliometric analyzes were employed in a sample of 5,593 to examine impact factors such as number of authors, keywords, number of citations they received. Also investigated were the main trends in the literature on Learning Analytics, including the contribution of Brazil and different countries, variations over the years of publication and identification of active research areas and main sources of publication. This study serves as a resource for future studies, shedding light on how research trends have evolved over time and the characteristics of the most cited articles in this literature. The results indicate that research around educational data analysis began in 2004, using the term education datal mining. The year 2011 records the beginning of the use of the term LA being a milestone for strengthening the area. Brazil's collaboration in this field of research starts in 2014. Time evolution indicates that the terms “Higher Education”, “Students” seem to be the main components of the field. As the latest trends in the field are the terms online Learning and Self-Regulated Learning. In Brazil gamification, which does not appreciate among the 10 more terms cited in the international level, emerges as a strong trend. In the national scenario stands out the work developed by Cristian Cechinel, Seije Isotani and Isabela Gasparini. Specifically on the international scene, the results reveal that the most cited articles are from Romero, the most productive author is Gazevic. The most prolific year in terms of number of articles published is 2019. Finally, it is observed that Brazil has presented relevant partnerships with prolific authors of the field. As a complementary work it is necessary to evaluate the national scenario in Brazilian magazines and conferences to obtain more real perception of the national scenario.

Keywords: Learning analytics, bibliometrics, scientific production.