  The rapid expansion of Learning Analytics (LA) and Artificial Intelligence in
Education (AIED) offers new scalable, data-intensive systems but also raises
concerns about data privacy and agency. Excluding stakeholders -- like students
and teachers -- from the design process can potentially lead to mistrust and
inadequately aligned tools. Despite a shift towards human-centred design in
recent LA and AIED research, there remain gaps in our understanding of the
importance of human control, safety, reliability, and trustworthiness in the
design and implementation of these systems. We conducted a systematic
literature review to explore these concerns and gaps. We analysed 108 papers to
provide insights about i) the current state of human-centred LA/AIED research;
ii) the extent to which educational stakeholders have contributed to the design
process of human-centred LA/AIED systems; iii) the current balance between
human control and computer automation of such systems; and iv) the extent to
which safety, reliability and trustworthiness have been considered in the
literature. Results indicate some consideration of human control in LA/AIED
system design, but limited end-user involvement in actual design. Based on
these findings, we recommend: 1) carefully balancing stakeholders' involvement
in designing and deploying LA/AIED systems throughout all design phases, 2)
actively involving target end-users, especially students, to delineate the
balance between human control and automation, and 3) exploring safety,
reliability, and trustworthiness as principles in future human-centred LA/AIED
systems.
