Abstract: In this study, we conducted a systematic focused review of research, from 2016 to present, on using learning analytics (LA) in higher education (HE) to understand in what way such analytics has been investigated and if there are research evidences to support teaching and learning. Building upon previous reviews of literature on the topic, we identified three main areas that have not been covered sufficiently in the past reviews: (1) Data processing techniques, (2) educational theoretical constructs employed in connection to using learning analytics, and (3) pedagogical approaches. Our findings should provide valuable insights on LA research to help researchers and practitioners advance our understanding of how LA is used to support teaching and learning in HE.