Abstract is missing.
- The "Grey Area": A Computational Approach to Model the Zone of Proximal DevelopmentIrene-Angelica Chounta, Patricia L. Albacete, Pamela W. Jordan, Sandra Katz, Bruce M. McLaren. 3-16 [doi]
- Machine and Human Observable Differences in Groups' Collaborative Problem-Solving BehavioursMutlu Cukurova, Rose Luckin, Manolis Mavrikis, Eva Millán. 17-29 [doi]
- Diagnosing Collaboration in Practice-Based Learning: Equality and Intra-individual Variability of Physical InteractivityMutlu Cukurova, Rose Luckin, Eva Millán, Manolis Mavrikis, Daniel Spikol. 30-42 [doi]
- How Well Do Student Nurses Write Case Studies? A Cohesion-Centered Textual Complexity AnalysisMihai Dascalu, Philippe Dessus, Laurent Thuez, Stefan Trausan-Matu. 43-53 [doi]
- Towards Automatic Assessment of Argumentation in Theses JustificationsJesús Miguel García Gorrostieta, Aurelio López-López, Samuel González López. 54-66 [doi]
- Contextualizing the Co-creation of Artefacts Within the Nested Social Structure of a Collaborative MOOCStian Håklev, Kshitij Sharma, James D. Slotta, Pierre Dillenbourg. 67-81 [doi]
- Awareness Is Not Enough: Pitfalls of Learning Analytics Dashboards in the Educational PracticeIoana Jivet, Maren Scheffel, Hendrik Drachsler, Marcus Specht. 82-96 [doi]
- Examining Interaction Modality Effects Toward Engagement in an Interactive Learning EnvironmentBo Kang, Joseph J. LaViola Jr., Pamela J. Wisniewski. 97-110 [doi]
- Using Embodied Learning Technology to Advance Motor Performance of Children with Special Educational Needs and Motor ImpairmentsPanagiotis Kosmas, Andri Ioannou, Symeon Retalis. 111-124 [doi]
- Teacher Dashboards in Practice: Usage and ImpactInge Molenaar, Carolien Knoop van Campen. 125-138 [doi]
- MAGAM: A Multi-Aspect Generic Adaptation Model for Learning EnvironmentsBaptiste Monterrat, Amel Yessad, François Bouchet, Élise Lavoué, Vanda Luengo. 139-152 [doi]
- Automatic Assessment of Programming Assignments Using Image RecognitionEerik Muuli, Kaspar Papli, Eno Tõnisson, Marina Lepp, Tauno Palts, Reelika Suviste, Merilin Säde, Piret Luik. 153-163 [doi]
- Learning Analytics for Professional and Workplace Learning: A Literature ReviewAdolfo Ruiz-Calleja, Luis Pablo Prieto, Tobias Ley, María Jesús Rodríguez-Triana, Sebastian Dennerlein. 164-178 [doi]
- Automatic Group Formation in a MOOC Based on Students' Activity CriteriaLuisa Sanz-Martínez, Alejandra Martínez-Monés, Miguel L. Bote-Lorenzo, Juan Alberto Muñoz-Cristóbal, Yannis A. Dimitriadis. 179-193 [doi]
- The Proof of the Pudding: Examining Validity and Reliability of the Evaluation Framework for Learning AnalyticsMaren Scheffel, Hendrik Drachsler, Christian Toisoul, Stefaan Ternier, Marcus Specht. 194-208 [doi]
- Opportunities and Challenges in Using Learning Analytics in Learning DesignMarcel Schmitz, Evelien van Limbeek, Wolfgang Greller, Peter B. Sloep, Hendrik Drachsler. 209-223 [doi]
- Evaluating Student-Facing Learning Dashboards of Affective StatesGayane Sedrakyan, Derick Leony, Pedro J. Muñoz Merino, Carlos Delgado Kloos, Katrien Verbert. 224-237 [doi]
- Looking THROUGH versus Looking AT: A Strong Concept in Technology Enhanced LearningKshitij Sharma, Hamed S. Alavi, Patrick Jermann, Pierre Dillenbourg. 238-253 [doi]
- A New Theoretical Framework for Curiosity for Learning in Social ContextsTanmay Sinha, Zhen Bai, Justine Cassell. 254-269 [doi]
- Curious Minds Wonder Alike: Studying Multimodal Behavioral Dynamics to Design Social Scaffolding of CuriosityTanmay Sinha, Zhen Bai, Justine Cassell. 270-285 [doi]
- Using Sequential Pattern Mining to Explore Learners' Behaviors and Evaluate Their Correlation with Performance in Inquiry-Based LearningRémi Venant, Kshitij Sharma, Philippe Vidal, Pierre Dillenbourg, Julien Broisin. 286-299 [doi]
- MOOC Dropouts: A Multi-system ClassifierMassimo Vitiello, Simon Walk, Vanessa Chang, Rocael Hernández, Denis Helic, Christian Guetl. 300-314 [doi]
- Effects of a Teacher Dashboard for an Intelligent Tutoring System on Teacher Knowledge, Lesson Planning, Lessons and Student LearningFrançeska Xhakaj, Vincent Aleven, Bruce M. McLaren. 315-329 [doi]
- Scalable Mind-Wandering Detection for MOOCs: A Webcam-Based ApproachYue Zhao, Christoph Lofi, Claudia Hauff. 330-344 [doi]
- From MOOCs to SPOCs... and from SPOCs to Flipped ClassroomCarlos Alario-Hoyos, Iria Estévez-Ayres, Carlos Delgado Kloos, Julio Villena-Román. 347-354 [doi]
- Identifying Game Elements Suitable for MOOCsAlessandra Antonaci, Roland Klemke, Christian M. Stracke, Marcus Specht. 355-360 [doi]
- Targeting At-risk Students Using Engagement and Effort Predictors in an Introductory Computer Programming CourseDavid Azcona, Alan F. Smeaton. 361-366 [doi]
- Prompting to Support Reflection: A Workplace StudyOliver Blunk, Michael Prilla. 367-372 [doi]
- An Approach for the Analysis of Perceptual and Gestural Performance During Critical SituationsYannick Bourrier, Francis Jambon, Catherine Garbay, Vanda Luengo. 373-378 [doi]
- One Tablet, Multiple Epistemic Instruments in the Everyday ClassroomTeresa Cerratto Pargman, Jalal Nouri. 379-384 [doi]
- Effects of Network Topology on the OpenAnswer's Bayesian Model of Peer AssessmentMaria De Marsico, Luca Moschella, Andrea Sterbini, Marco Temperini. 385-390 [doi]
- Fostering Interdisciplinary Knowledge Construction in Computer-Assisted Collaborative Concept MappingJacco de Weerd, Esther Tan, Slavi Stoyanov. 391-396 [doi]
- "We're Seeking Relevance": Qualitative Perspectives on the Impact of Learning Analytics on Teaching and LearningTracie Farrell Frey, Alexander Mikroyannidis, Harith Alani. 397-402 [doi]
- Affordances for Capturing and Re-enacting Expert Performance with WearablesWill Guest, Fridolin Wild, Alla Vovk, Mikhail Fominykh, Bibeg Limbu, Roland Klemke, Puneet Sharma, Jaakko Karjalainen, Carl Smith, Jazz Rasool, Soyeb Aswat, Kaj Helin, Daniele Di Mitri, Jan Schneider. 403-409 [doi]
- An Ontology for Describing Scenarios of Multi-players Learning Games: Toward an Automatic Detection of Group InteractionsMathieu Guinebert, Amel Yessad, Mathieu Muratet, Vanda Luengo. 410-415 [doi]
- Identifying Misconceptions with Active Recall in a Blended Learning SystemMatthias Hauswirth, Andrea Adamoli. 416-421 [doi]
- Let Voices of Both Teachers and Students on the Development of Educational Technologies Be HeardEffie Lai-Chong Law, Rob Edlin-White, Matthias Heintz. 422-427 [doi]
- Learning Analytics for Learning Design: Towards Evidence-Driven Decisions to Enhance LearningKaterina Mangaroska, Michail N. Giannakos. 428-433 [doi]
- Search of the Emotional Design Effect in Programming RevisedMikko Nurminen, Leo Leppänen, Heli Väätäjä, Petri Ihantola. 434-440 [doi]
- How Gamification Is Being Implemented in MOOCs? A Systematic Literature ReviewAlejandro Ortega-Arranz, Juan Alberto Muñoz-Cristóbal, Alejandra Martínez-Monés, Miguel L. Bote-Lorenzo, Juan I. Asensio-Pérez. 441-447 [doi]
- Using a Mixed Analysis Process to Identify the Students' Digital PracticesLaëtitia Pierrot, Jean-François Cerisier, Hassina El-Kechaï, Sergio Ramírez, Lucie Pottier. 448-453 [doi]
- Strong Technology-Enhanced Learning ConceptsLuis P. Prieto, Hamed S. Alavi, Himanshu Verma. 454-459 [doi]
- NoteMyProgress: A Tool to Support Learners' Self-Regulated Learning Strategies in MOOC EnvironmentsRonald Pérez-Álvarez, Jorge Javier Maldonado Mahauad, Diego Sapunar-Opazo, Mar Pérez-Sanagustín. 460-466 [doi]
- Exploring Competition and Collaboration Behaviors in Game-Based Learning with Playing AnalyticsEric Sanchez, Nadine Mandran. 467-472 [doi]
- Using WiFi Technology to Identify Student Activities Within a Bounded EnvironmentPhilip Scanlon, Alan F. Smeaton. 473-478 [doi]
- Can Learning by Qualitative Modelling Be Deployed as an Effective Method for Learning Subject-Specific Content?Erika Schlatter, Bert Bredeweg, Jannet van Drie, Peter de Jong. 479-485 [doi]
- Towards 'MOOCs with a Purpose': Crowdsourcing and Analysing Scalable Design Solutions with MOOC LearnersPeter van Rosmalen, Julia Kasch, Marco Kalz, Olga Firssova, Francis Brouns. 486-491 [doi]
- ReaderBench: A Multi-lingual Framework for Analyzing Text ComplexityMihai Dascalu, Gabriel-Marius Gutu, Stefan Ruseti, Ionut Cristian Paraschiv, Philippe Dessus, Danielle S. McNamara, Scott A. Crossley, Stefan Trausan-Matu. 495-499 [doi]
- VIRTUS Virtual VET Centre (V3C): A Learning Platform for Virtual Vocational Education and TrainingPeter de Lange, Petru Nicolaescu, Ralf Klamma. 500-503 [doi]
- Lesson Observation Data in Learning Analytics Datasets: ObservataMaka Eradze, Mart Laanpere. 504-508 [doi]
- Ld-Feedback App: Connecting Learning Designs with Students' and Teachers' Perceived ExperiencesKonstantinos Michos, Arnau Fernández, Davinia Hernández Leo, Roman Calvo. 509-512 [doi]
- SmartZoos: Modular Open Educational Resources for Location-Based GamesGerti Pishtari, Terje Väljataga, Priit Tammets, Pjotr Savitski, María Jesús Rodríguez-Triana, Tobias Ley. 513-516 [doi]
- NoteMyProgress: Supporting Learners' Self-regulated Strategies in MOOCsRonald Pérez-Álvarez, Mar Pérez-Sanagustín, Jorge Javier Maldonado Mahauad. 517-520 [doi]
- Mapping Employability Attributes onto Facebook: rESSuME: Employability Skills Social Media survEyInmaculada Arnedillo Sánchez, Carlos de Aldama, Chrysanthi Tseloudi. 523-527 [doi]
- ESCORT: Employability Skills COntent cuRation Tool for Social Media ProfilesInmaculada Arnedillo Sánchez, Chrysanthi Tseloudi. 528-531 [doi]
- A Tool for Developing Design-Based Learning Activities for Primary School TeachersTilde Bekker, Saskia Bakker, Ruurd Taconis, Anika van der Sanden. 532-536 [doi]
- An Empirical Study Comparing Two Automatic Graders for Programming. MOOCs ContextAnis Bey, Patrick Jermann, Pierre Dillenbourg. 537-540 [doi]
- ASR in Classroom Today: Automatic Visualization of Conceptual Network in Science ClassroomsDaniela Caballero, Roberto Araya, Hanna Kronholm, Jouni Viiri, André Mansikkaniemi, Sami Lehesvuori, Tuomas Virtanen, Mikko Kurimo. 541-544 [doi]
- A Course Agnostic Approach to Predicting Student Success from VLE Log Data Using Recurrent Neural NetworksOwen Corrigan, Alan F. Smeaton. 545-548 [doi]
- Transferring a Question-Based Dialog Framework to a Distributed ArchitecturePeter de Lange, Tracie Farell-Frey, Bernhard Göschlberger, Ralf Klamma. 549-552 [doi]
- Collaborative Knowledge Building Through Simultaneous Private and Public WorkspacesCarolina Gracia-Moreno, Jean-François Cerisier, Bruno Devauchelle, Fernando Gamboa, Laëtitia Pierrot. 553-556 [doi]
- An Ethical Waiver for Learning Analytics?Dai Griffiths. 557-560 [doi]
- Better Later Than Ever: Comparative Analysis of Feedback Strategies in a Dynamic Intelligent Virtual Reality Training Environment for Child PedestriansYecheng Gu, Sergey A. Sosnovsky. 561-565 [doi]
- Child-Friendly Programming Interfaces to AI Cloud ServicesKen Kahn, Niall Winters. 566-570 [doi]
- A Case of Career Consultancy in STEM for YouthsAnna Mavroudi, Monica Divitini. 571-575 [doi]
- Mass Customization in Continuing Medical Education: Automated Extraction of E-Learning TopicsNicolae Nistor, Mihai Dascalu, Gabriel-Marius Gutu, Stefan Trausan-Matu, Sunhea Choi, Ashley Haberman-Lawson, Brigitte Angela Brands, Christian Körner, Berthold Koletzko. 576-579 [doi]
- Using CollAnnotator to Analyze a Community of Inquiry Supported by Educational Blogs - Preliminary ResultsElvira Popescu, Gabriel Badea. 580-583 [doi]
- The Implicit Pedagogy of Teachers' Design PatternsElisabeth Rolf, Ola Knutsson, Robert Ramberg. 584-587 [doi]
- Cyberlearning Community Report: Emerging Design Themes in US TELJeremy Roschelle, Wendy Martin, Patricia K. Schank. 588-592 [doi]
- Towards Personalized Vibrotactile Support for Learning AikidoOlga C. Santos. 593-597 [doi]
- Interoperable Adaptivity and Learning Analytics for Serious Games in Image InterpretationAlexander Streicher, Wolfgang Roller. 598-601 [doi]
- Opeka and Ropeka, the Self-assessing Services for Teachers and PrincipalsErika Tanhua-Piiroinen, Jarmo Viteli. 602-605 [doi]
- Semantic Boggle: A Game for Vocabulary AcquisitionIrina Toma, Cristina-Elena Alexandru, Mihai Dascalu, Philippe Dessus, Stefan Trausan-Matu. 606-609 [doi]
- NAPP: Connecting Mentors and Students at Técnico LisboaPedro Veiga, Alberto Sardinha, Ana Moura Santos, Carla Boura. 610-613 [doi]
- Designing Learning Experiences Outside of Classrooms with a Location-Based Game AvastusradaTerje Väljataga, Ulla Moks, Anne Tiits, Tobias Ley, Mihkel Kangur, Jaanus Terasmaa. 614-617 [doi]