This study conducted a systematic literature review of articles on learning analytics published between 2004 and January 2024. A total of 1,064 articles, identified using the keyword "learning analytic*" in the Scopus database, were analyzed. The study integrated systematic literature review and bibliometric analysis approaches to explore academic developments in the field. It also employed t-SNE (T-distributed Stochastic Neighbor Embedding), text mining, and social network analysis techniques. The findings revealed a significant surge in learning analytics research in recent years, with the United States, Spain, Australia, and the United Kingdom as leading contributors. Prominent institutions included Monash University, the University of South Australia, and The Open University. Dragan Gaševic and Bart Rienties emerged as the most prolific researchers in the field. Key subtopics within learning analytics research encompassed (1) its application in personalised learning processes, (2) data-driven decision-making, (3) ethical considerations in using personal data, (4) its role in formative assessment and evaluation, and (5) its potential influence on the future of online learning in higher education. [Note: The issue number (1) shown in the header on the PDF is incorrect. The correct issue number is 2.]