An evidence-based approach of learning gains can be applied across Higher Educational Institutions (HEIs) would be of value to students, institutions and national organisations.

Most studies of learning gains have focussed solely on cognitive learning gains (Bowman, 2010; Liu, 2009; McGrath et al., 2015). In line with well-established educational psychology principles and recent learning analytics approaches, which enable greater insight to be achieved from large data sets, we propose an Affective-Behaviour-Cognition (ABC) model of learning, to broaden the concept of learning gain, and – more importantly – to develop, test, implement and evaluate a range of measurements for learning gains at each of the ABC levels.