Table of Contents

• A Classification of Barriers that Influence Intention Achievement in MOOCsMaartje Henderikx, Karel Kreijns, Marco Kalz. 3-15 [doi]
• Tools to Support Self-Regulated Learning in Online Environments: Literature ReviewRonald Pérez-Álvarez, Jorge Maldonado-Mahauad, Mar Pérez-Sanagustín. 16-30 [doi]
• The Psychometric Properties of a Preliminary Social Presence Measure Using Rasch AnalysisKarel Kreijns, Joshua Weidlich, Kamakshi Rajagopal. 31-44 [doi]
• Multimodal Learning Hub: A Tool for Capturing Customizable Multimodal Learning ExperiencesJan Schneider 0001, Daniele Di Mitri, Bibeg Limbu, Hendrik Drachsler. 45-58 [doi]
• How Teachers Prepare for the Unexpected Bright Spots and Breakdowns in Enacting Pedagogical Plans in ClassGhita Jalal, Valentin Lachand, Aurélien Tabard, Christine Michel. 59-73 [doi]
• Evaluating the Robustness of Learning Analytics Results Against Fake LearnersGiora Alexandron, José A. Ruipérez Valiente, Sunbok Lee, David E. Pritchard. 74-87 [doi]
• Where Is the Learning in Learning Analytics? - A Systematic Literature Review to Identify Measures of Affected LearningJustian Knobbout, Esther van der Stappen. 88-100 [doi]
• Can I Have a Mooc2Go, Please? On the Viability of Mobile vs. Stationary LearningYue Zhao, Tarmo Robal, Christoph Lofi, Claudia Hauff. 101-115 [doi]
• Validation of the Revised Self-regulated Online Learning QuestionnaireRenée S. Jansen, Anouschka van Leeuwen, Jeroen Janssen, Liesbeth Kester. 116-121 [doi]
• SRLx: A Personalized Learner Interface for MOOCsDan Davis, Vasileios Triglianos, Claudia Hauff, Geert-Jan Houben. 122-135 [doi]
• Motivating Students to Enhance Their Knowledge Levels Through Personalized and Scrutable Visual NarrativesBilal Yousuf, Athanasios Staikopoulos, Owen Conlan. 136-150 [doi]
• Supporting the Adaptive Generation of Learning Game Scenarios with a Model-Driven Engineering FrameworkPierre Laforcade, Youness Laghouaouta. 151-165 [doi]
• Student Drop-out Modelling Using Virtual Learning Environment Behaviour DataJakub Kuzilek, Jonas Vaclavek, Viktor Fuglik, Zdenek Zdráhal. 166-171 [doi]
• A Microservice Infrastructure for Distributed Communities of PracticePeter de Lange, Bernhard Göschlberger, Tracie Farrell Frey, Ralf Klamma. 172-186 [doi]
• Multimodal Analytics for Real-Time Feedback in Co-located CollaborationSambit Praharaj, Maren Scheffel, Hendrik Drachsler, Marcus Specht. 187-201 [doi]
• Towards Personalized Learning Objectives in MOOCsTobias Rohloff, Christoph Meinel. 202-215 [doi]
• PsychOut! a Mobile App to Support Mental Status Assessment TrainingCarrie Demmans Epp, Joe Horne, Britney B. Scolieri, Irene Kane, Amy S. Bowser. 216-230 [doi]
• Exploring Gamification to Prevent Gaming the System and Help Refusal in Tutoring SystemsOtávio Azevedo, Felipe de Morais, Patrícia Augustin Jaques. 231-244 [doi]
• Automated Analysis of Cognitive Presence in Online Discussions Written in PortugueseValter Neto, Vitor Rolim, Rafael Ferreira, Vitomir Kovanovic, Dragan Gasevic, Rafael Dueire Lins, Rodrigo Lins. 245-261 [doi]
• Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story ProblemsBastiaan Heeren, Johan Jeuring, Sergey A. Sosnovsky, Paul Drijvers, Peter Boon, Sietske Tacoma, Jesse Koops, Armin Weinberger, Brigitte Grugeon-Allys, Françoise Chenevotot-Quentin, Jorn van Wijk, Ferdinand van Walree. 262-276 [doi]
• Extending the SIPS-Model: A Research Framework for Online Collaborative LearningKarel Kreijns, Paul A. Kirschner. 277-290 [doi]
• A Syllogism for Designing Collaborative Learning Technologies in the Age of AI and Multimodal DataMutlu Cukurova. 291-296 [doi]
• "Make It Personal!" - Gathering Input from Stakeholders for a Learning Analytics-Supported Learning Design ToolMarcel Schmitz, Maren Scheffel, Evelien van Limbeek, Roger Bemelmans, Hendrik Drachsler. 297-310 [doi]
• Investigating the Relationships Between Online Activity, Learning Strategies and Grades to Create Learning Analytics-Supported Learning DesignsMarcel Schmitz, Maren Scheffel, Evelien van Limbeek, Nicolette van Halem, Ilja Cornelisz, Chris van Klaveren, Roger Bemelmans, Hendrik Drachsler. 311-325 [doi]
• Evidence for Programming Strategies in University Coding ExercisesKshitij Sharma, Katerina Mangaroska, Hallvard Trætteberg, Serena Lee-Cultura, Michail N. Giannakos. 326-339 [doi]
• Incorporating Blended Learning Processes in K12 Mathematics Education Through BA-Khan PlatformValeria Henríquez, Eliana Scheihing, Marta Silva. 340-354 [doi]
• Predicting Learners' Success in a Self-paced MOOC Through Sequence Patterns of Self-regulated LearningJorge Maldonado-Mahauad, Mar Pérez-Sanagustín, Pedro Manuel Moreno-Marcos, Carlos Alario-Hoyos, Pedro J. Muñoz Merino, Carlos Delgado Kloos. 355-369 [doi]
• Semantically Meaningful Cohorts Enable Specialized Knowledge Sharing in a Collaborative MOOCStian Håklev, Kshitij Sharma, Jim Slotta, Pierre Dillenbourg. 370-384 [doi]
• Detecting Learning Strategies Through Process MiningJohn Saint, Dragan Gasevic, Abelardo Pardo. 385-398 [doi]
• Low-Investment, Realistic-Return Business Cases for Learning Analytics Dashboards: Leveraging Usage Data and MicrointeractionsTom Broos, Katrien Verbert, Greet Langie, Carolien Van Soom, Tinne De Laet. 399-405 [doi]
• Identifying Design Principles for Learning Design Tools: The Case of edCrumbleLaia Albó, Davinia Hernández Leo. 406-411 [doi]
• Exploring Causality Within Collaborative Problem Solving Using Eye-TrackingKshitij Sharma, Jennifer K. Olsen, Vincent Aleven, Nikol Rummel. 412-426 [doi]
• Towards an Automated Model of Comprehension (AMoC)Mihai Dascalu, Ionut Cristian Paraschiv, Danielle S. McNamara, Stefan Trausan-Matu. 427-436 [doi]
• Course-Adaptive Content Recommender for Course AuthoringHung Chau, Jordan Barria-Pineda, Peter Brusilovsky. 437-451 [doi]
• Assessing Leadership Competencies Through Social Network AnalysisFaisal Ghaffar, Neil Peirce, Alec Serlie. 452-466 [doi]
• Concept Focus: Semantic Meta-Data for Describing MOOC ContentSepideh Mesbah, Guanliang Chen, Manuel Valle Torre, Alessandro Bozzon, Christoph Lofi, Geert-Jan Houben. 467-481 [doi]
• Help Me Understand This Conversation: Methods of Identifying Implicit Links Between CSCL ContributionsMihai Masala, Stefan Ruseti, Gabriel Gutu-Robu, Traian Rebedea, Mihai Dascalu, Stefan Trausan-Matu. 482-496 [doi]
• The Effect of Personality and Course Attributes on Academic Performance in MOOCsMahdi Rahmani Hanzaki, Carrie Demmans Epp. 497-509 [doi]
• Learning by Reviewing Paper-Based Programming AssessmentsYancy Vance M. Paredes, David Azcona, I-Han Hsiao, Alan F. Smeaton. 510-523 [doi]
• Which Learning Visualisations to Offer Students?Susan Bull, Peter Brusilovsky, Julio Guerra. 524-530 [doi]
• Detection of Student Modelling AnomaliesSergey A. Sosnovsky, Laurens Müter, Marc Valkenier, Matthieu Brinkhuis, Abe Hofman. 531-536 [doi]
• Expanding the Curricular Space with Educational Robotics: A Creative Course on Road SafetyAndri Ioannou, Chrysanthos Socratous, Elena Nikolaedou. 537-547 [doi]
• New Approaches to Training of Power Substation Operators Based on Interactive Virtual RealityRinat R. Nasyrov, Peter S. Excell. 551-555 [doi]
• Enabling Systematic Adoption of Learning Analytics through a Policy FrameworkYi-Shan Tsai, Maren Scheffel, Dragan Gasevic. 556-560 [doi]
• Diversity Profiling of Learners to Understand Their Domain Coverage While Watching VideosEntisar Abolkasim, Lydia Lau, Vania Dimitrova, Antonija Mitrovic. 561-565 [doi]
• Using Digital Medical Collections to Support Radiology Training in E-learning PlatformsFélix Buendía, Joaquín Gayoso-Cabada, José Luis Sierra. 566-569 [doi]
• Temporal Analytics of Workplace-Based Assessment Data to Support Self-regulated LearningAlicja Piotrkowicz, Vania Dimitrova, Trudie E. Roberts. 570-574 [doi]
• Learning Analytics Dashboard Analysing First-Year Engineering StudentsJonas Vaclavek, Jakub Kuzilek, Jan Skocilas, Zdenek Zdráhal, Viktor Fuglik. 575-578 [doi]
• The Learning Analytics Indicator RepositoryDaniel Biedermann, Jan Schneider 0001, Hendrik Drachsler. 579-582 [doi]
• Eye-Tracking for User Attention Evaluation in Adaptive Serious GamesAlexander Streicher, Sebastian Leidig, Wolfgang Roller. 583-586 [doi]
• Development of a Learning Economy Platform Based on BlockchainMasumi Hori, Seishi Ono, Toshihiro Kita, Hiroki Miyahara, Shiu Sakashita, Kensuke Miyashita, Kazutsuna Yamaji. 587-590 [doi]
• Enhancing Human Learning of Motions: An Approach Through ClusteringQuentin Couland, Ludovic Hamon, Sébastien George. 591-595 [doi]
• How to Help Teachers Adapt to Learners? Teachers' Perspective on a Competency and Error-Type Centered DashboardIryna Nikolayeva, Bruno Martin, Amel Yessad, Françoise Chenevotot, Julia Pilet, Dominique Prévit, Brigitte Grugeon-Allys, Vanda Luengo. 596-599 [doi]
• MedSense: The Development of a Gamified Learning Platform for Undergraduate Medical EducationJustin Choon Hwee Ng, Sarah Zhuling Tham, Chin Rui Chew, Amelia Jing Hua Lee, Sook Muay Tay. 600-604 [doi]
• edCrumble: Designing for Learning with Data AnalyticsLaia Albó, Davinia Hernández Leo. 605-608 [doi]
• Ensuring Novelty and Transparency in Learning Resource-Recommendation Based on Deep Learning TechniquesWael Alkhatib, Eid Araache, Christoph Rensing, Steffen Schnitzer. 609-612 [doi]
• Exploring Math Achievement Through Gamified Virtual RealityEspen Stranger-Johannessen. 613-616 [doi]
• Observational Scaffolding for Learning Analytics: A Methodological ProposalJairo Rodríguez-Medina, María Jesús Rodríguez-Triana, Maka Eradze, Sara García-Sastre. 617-621 [doi]
• Cohesion-Centered Analysis of Sociograms for Online Communities and Courses Using ReaderBenchMihai Dascalu, Maria-Dorinela Sirbu, Gabriel Gutu-Robu, Stefan Ruseti, Scott A. Crossley, Stefan Trausan-Matu. 622-626 [doi]
• A Digital Ecosystem for Digital Competences: The CRISS Project DemoManolis Mavrikis, Lourdes Guàrdia, Mutlu Cukurova, Marcelo Maina. 627-630 [doi]
• Towards Generation of Ambiguous Situations in Virtual Environments for TrainingAzzeddine Benabbou, Domitile Lourdeaux, Dominique Lenne. 631-635 [doi]
• Digging for Gold: Motivating Users to Explore Alternative Search InterfacesAngela Fessl, Alfred Wertner, Viktoria Pammer-Schindler. 636-639 [doi]
• The Role of Ubiquitous Computing and the Internet of Things for Developing 21st Century Skills Among Learners: Experts' ViewsOlga Viberg, Anna Mavroudi. 640-643 [doi]
• An Exploratory Study on Student Engagement with Adaptive Notifications in Programming CoursesDavid Azcona, I-Han Hsiao, Alan F. Smeaton. 644-647 [doi]
• Instrumentation of Classrooms Using Synchronous Speech TranscriptionVincent Bettenfeld, Salima Mdhaffar, Christophe Choquet, Claudine Piau-Toffolon. 648-651 [doi]
• A Programming Language Independent Platform for Algorithm LearningBruno Burke, Peter Weßeler, Jürgen te Vrugt. 652-655 [doi]
• Using Thematic Analysis to Understand Students' Learning of Soft Skills from VideosBjörn Sjödén, Vania Dimitrova, Antonija Mitrovic. 656-659 [doi]
• Formalizing CSCL Scripts with Logic and ConstraintsAndreas Papasalouros. 660-663 [doi]