Table of Contents

• Effect of Q-matrix Misspecification on Variational Autoencoders (VAE) for Multidimensional Item Response Theory (MIRT) Models EstimationMahbubul Hasan, Lih-Yuan Deng, John Sabatini, Dale Bowman, Ching-Chi Yang, John Hollander. [doi]
• An Evaluation of code2vec Embeddings for ScratchBenedikt Fein, Isabella Graßl, Florian Beck, Gordon Fraser 0001. [doi]
• Improved Automated Essay Scoring using Gaussian Multi-Class SMOTE for Dataset SamplingJih Soong Tan, Ian K. T. Tan, Lay-Ki Soon, Huey Fang Ong. [doi]
• Combining domain modelling and student modelling techniques in a single automated pipelineGio Picones, Benjamin Paaßen, Irena Koprinska, Kalina Yacef. [doi]
• Log mining for course recommendation in limited information scenariosJuan Camilo Sanguino, Rubén Manrique, Olga Mariño, Mario Linares, Nicolás Cardozo. [doi]
• Investigating Temporal Dynamics Underlying Successful Collaborative Problem Solving Behaviors with Multilevel Vector AutoregressionGuojing Zhou, Robert Moulder, Chen Sun 0011, Sidney D'Mello. [doi]
• Automatic Classification of Learning Objectives Based on Bloom's TaxonomyYuheng Li, Mladen Rakovic, Boon Xin Poh, Dragan Gasevic, Guanliang Chen. [doi]
• Investigating learners' Cognitive Engagement in Python Programming using ICAP frameworkDaevesh Kumar Singh, Ramkumar Rajendran. [doi]
• The Third Workshop of the Learner Data Institute: Big Data, Research Challenges, \& Science Convergence in Educational Data ScienceVasile Rus, Stephen Fancsali. [doi]
• Format-Aware Item Response Theory for Predicting Vocabulary ProficiencyBoxuan Ma, Gayan Prasad Hettiarachchi, Yuji Ando. [doi]
• Using Neural Network-Based Knowledge Tracing for a Learning System with Unreliable Skill TagsShamya Karumbaiah, Jiayi Zhang 0004, Ryan Baker 0001, Richard Scruggs, Whitney L. Cade, Margaret Clements, Shuqiong Lin. [doi]
• Going beyond "Good Job": Analyzing Helpful Feedback from the Student's PerspectiveM. Parvez Rashid, Yunkai Xiao, Edward F. Gehringer. [doi]
• Does Practice Make Perfect? Analyzing the Relationship Between Higher Mastery and Forgetting in an Adaptive Learning SystemJeffrey Matayoshi, Eric Cosyn, Hasan Uzun. [doi]
• Using community-based problems to increase motivation in a data science virtual internshipJillian Christine Johnson, Andrew Olney. [doi]
• Using AI, ML and Sentiment Analysis to Increase Diversity and Equity in Technology Training and CareersJonathan Young, Sue Black 0001, Alexandra I. Cristea, Ryan Hodgson, Cristina Todor. [doi]
• Insta-Reviewer: A Data-Driven Approach for Generating Instant Feedback on Students' Project ReportsQinjin Jia, Mitchell Young, Yunkai Xiao, Jialin Cui, Chengyuan Liu, M. Parvez Rashid, Edward F. Gehringer. [doi]
• Equitable Ability Estimation in Neurodivergent Student Populations with Zero-Inflated Learner ModelsNiall Twomey, Sarah McMullan, Anat Elhalal, Rafael Poyiadzi, Luis M. Vaquero. [doi]
• Going Deep and Far: Gaze-based Models Predict Multiple Depths of Comprehension During and One Week Following ReadingMegan Caruso, Candace E. Peacock, Rosy Southwell, Guojing Zhou, Sidney D'Mello. [doi]
• From Solution Synthesis to Student Attempt Synthesis for Block-Based Visual Programming TasksAdish Singla, Nikitas Theodoropoulos. [doi]
• DeepIRT with a Hypernetwork to Optimize the Degree of Forgetting of Past DataEmiko Tsutsumi, Yiming Guo, Maomi Ueno. [doi]
• Selecting Reading Texts Suitable for Incidental Vocabulary Learning by Considering the Estimated Distribution of Acquired VocabularyYo Ehara. [doi]
• Investigating Growth of Representational Competencies by Knowledge-Component ModelJihyun Rho, Martina A. Rau, Barry Vanveen. [doi]
• Estimating the causal effects of Khan Academy Map Accelerator across demographic subgroupsPhillip Grimaldi, Kodi Weatherholtz, Kelli Millwood Hill. [doi]
• Towards Personalised Learning of Psychomotor Skills with Data MiningMiguel Portaz, Olga C. Santos. [doi]
• The AI Teacher Test: Measuring the Pedagogical Ability of Blender and GPT-3 in Educational DialoguesAnaïs Tack, Chris Piech. [doi]
• Generalisable Methods for Early Prediction in Interactive Simulations for EducationJade Maï Cock, Mirko Marras, Christian Giang, Tanja Käser. [doi]
• Equity and Fairness of Bayesian Knowledge TracingSebastian Tschiatschek, Maria Knobelsdorf, Adish Singla. [doi]
• MOOC-Rec: Instructional Video Clip Recommendation for MOOC Forum QuestionsPeide Zhu, Claudia Hauff, Jie Yang 0028. [doi]
• Using the Open Science Framework to promote Open Science in Education ResearchStacy Shaw, Adam Sales. [doi]
• Towards the understanding of cultural differences in between gamification preferences: A data-driven comparison between the US and BrazilArmando M. Toda, Ana C. T. Klock, Filipe Dwan Pereira, Luiz A. L. Rodrigues, Paula Toledo Palomino, Vinícius Lopes, Craig D. Stewart, Elaine H. T. Oliveira, Isabela Gasparini, Seiji Isotani, Alexandra I. Cristea. [doi]
• Optimizing Representations and Policies for Question Sequencing using Reinforcement LearningAqil Zainal Azhar, Avi Segal, Kobi Gal. [doi]
• Towards Automated Generation and Evaluation of Questions in Educational DomainsShravya Bhat, Huy Anh Nguyen, Steven Moore, John C. Stamper, Majd Sakr, Eric Nyberg. [doi]
• Identifying Explanations Within Student-Tutor Chat LogsEthan Prihar, Alexander Moore, Neil T. Heffernan. [doi]
• Individual Fairness Evaluation for Automated Essay Scoring SystemAfrizal Doewes, Akrati Saxena, Yulong Pei, Mykola Pechenizkiy. [doi]
• Identifying Longitudinal Attendance Patterns through Student Subpopulation Distribution ComparisonZitong Zhao, Pan Deng, Jianjun Zhou. [doi]
• Online Item Response Theory (OIRT) - Tracking Student Abilities in Online Learning SystemLuyao Peng, Chengzhi Wei. [doi]
• Detecting SMART Model Cognitive Operations in Mathematical Problem-Solving ProcessJiayi Zhang 0004, Juliana Ma. Alexandra L. Andres, Stephen Hutt, Ryan S. Baker 0001, Jaclyn Ocumpaugh, Caitlin Mills 0001, Jamiella Brooks, Sheela Sethuraman, Tyron Young. [doi]
• Investigating the effect of Automated Feedback on learning behavior in MOOCs for programmingHagit Gabbay, Anat Cohen. [doi]
• The Impact of Semester Gaps on Student GradesGary Weiss 0001, Joseph Denham, Daniel D. Leeds. [doi]
• Neural Recall Network: A Neural Network Solution to Low Recall Problem in Regex-based Qualitative CodingZhiqiang Cai 0002, Cody Marquart, David W. Shaffer. [doi]
• Modifying Deep Knowledge Tracing for Multi-step ProblemsQiao Zhang, Zeyu Chen, Natasha Lalwani, Christopher MacLellan. [doi]
• Towards Including Instructor Features in Student Grade PredictionNathan Ong, Jiaye Zhu, Daniel Mossé. [doi]
• A Paraphrase Identification Approach in Paragraph length textsArwa AL Saqaabi, Craig D. Stewart, Eleni C. Akrida, Alexandra I. Cristea. [doi]
• Skills Taught vs Skills Sought: Using Skills Analytics to Identify the Gaps between Curriculum and Job MarketsAlireza Ahadi, Kirsty Kitto, Marian-Andrei Rizoiu, Katarzyna Musial. [doi]
• Detecting When a Learner Requires Assistance with Programming and Delivering a Useful HintMarcus Messer. [doi]
• Evaluating the Explainers: Black-Box Explainable Machine Learning for Student Success Prediction in MOOCsVinitra Swamy, Bahar Radmehr, Natasa Krco, Mirko Marras, Tanja Käser. [doi]
• Mining Assignment Submission Time to Detect At-Risk Students with Peer InformationYuancheng Wang, Nanyu Luo, Jianjun Zhou. [doi]
• Employing Tree-based Algorithms to Predict Students' Self-Efficacy in PISA 2018Bin Tan, Maria Cutumisu. [doi]
• Toward Better Grade Prediction via A2GP - An Academic Achievement Inspired Predictive ModelWei Qiu, S. Supraja, Andy W. H. Khong. [doi]
• Comparison of Learning Behaviors on an e-Book System in 2019 Onsite and 2020 Online CoursesHiroaki Kawashima. [doi]
• Causal Inference in Educational Data MiningAdam Sales, Neil T. Heffernan. [doi]
• Is there Method in Your Mistakes? Capturing Error Contexts by Graph Mining for Targeted FeedbackMaximilian Jahnke, Frank Höppner. [doi]
• Analyzing the Equity of the Brazilian National High School Exam by Validating the Item Response Theory's InvarianceVitória Guardieiro, Marcos M. Raimundo, Jorge Poco. [doi]
• Assessing Instructor Effectiveness Based on Future Student PerformanceGary Weiss 0001, Erik Brown, Michael Riad-Zaky, Ruby Iannone, Daniel D. Leeds. [doi]
• Admitting you have a problem is the first step: Modeling when and why students seek help in programming assignmentsZhikai Gao, Bradley Erickson, Yiqiao Xu, Collin F. Lynch, Sarah Heckman, Tiffany Barnes. [doi]
• Algorithmic unfairness mitigation in student models: When fairer methods lead to unintended resultsFrank Stinar, Nigel Bosch. [doi]
• Evaluating Gaming Detector Model Robustness Over TimeNathan Levin, Ryan Baker 0001, Nidhi Nasiar, Stephen Fancsali, Stephen Hutt. [doi]
• Characterizing joint attention dynamics during collaborative problem-solving in an immersive astronomy simulationYiqiu Zhou, Jina Kang. [doi]
• FATED 2022: Fairness, Accountability, and Transparency in Educational DataCollin F. Lynch, Mirko Marras, Mykola Pechenizkiy, Anna N. Rafferty, Steven Ritter 0001, Vinitra Swamy, Renzhe Yu. [doi]
• Exploring Common Trends in Online Educational ExperimentsEthan Prihar, Manaal Syed, Korinn Ostrow, Stacy T. Shaw, Adam Sales, Neil Heffernan. [doi]
• Linguistic Profiles of Students Interacting with Conversation-Based Assessment SystemsCarol Forsyth, Jesse R. Sparks, Jonathan Steinberg, Laura McCulla. [doi]
• CHUNK Learning: A Tool that Supports Personalized EducationRalucca Gera, D'Marie Bartolf, Simona Tick, Akrati Saxena. [doi]
• Recommendation System of Mobile Language Learning Applications: Similarity versus Diversity in Learner PreferenceJuyeong Song, Kisu Yang, Hyeji Jang, Hyo-Jeong So. [doi]
• Automatic Short Math Answer Grading via In-context Meta-learningMengxue Zhang, Sami Baral, Neil T. Heffernan, Andrew S. Lan. [doi]
• Distance measure between instructor-recommended and learner's learning pathwaysMarie-Luce Bourguet, YuShan Li. [doi]
• Improving problem detection in peer assessment through pseudo-labeling using semi-supervised learningChengyuan Liu, Jialin Cui, Ruixuan Shang, Yunkai Xiao, Qinjin Jia, Edward F. Gehringer. [doi]
• Using a Randomized Experiment to Compare the Performance of Two Adaptive Assessment EnginesJeffrey Matayoshi, Hasan Uzun, Eric Cosyn. [doi]
• 6th Educational Data Mining in Computer Science Education (CSEDM) WorkshopBita Akram, Thomas W. Price, Yang Shi 0004, Peter Brusilovsky, Sharon I-Han Hsiao. [doi]
• Faster Confidence Intervals for Item Response Theory via an Approximate Likelihood ProfileBenjamin Paaßen, Christina Göpfert, Niels Pinkwart. [doi]
• Clustering Students Using Pre-Midterm Behaviour Data and Predict Their Exam PerformanceHuanyi Chen, Paul A. S. Ward. [doi]
• Addressing Competing Objectives in Allocating Funds to Scholarships and Need-based Financial AidVinthuy Phan, Laura Wright, Bridgette Decent. [doi]
• Modeling study duration considering course enrollments and student diversityNiels Seidel. [doi]
• Using Machine Learning Explainability Methods to Personalize Interventions for StudentsPaul Hur, HaeJin Lee, Suma Bhat, Nigel Bosch. [doi]
• Item Response Theory-Based Gaming DetectionYun Huang 0002, Steven Dang, J. Elizabeth Richey, Michael W. Asher, Nikki G. Lobczowski, Danielle R. Chine, Elizabeth A. McLaughlin, Judith M. Harackiewicz, Vincent Aleven, Kenneth R. Koedinger. [doi]
• A deep reinforcement learning approach to automatic formative feedbackAubrey Condor, Zachary A. Pardos. [doi]
• Predicting Reading Comprehension Scores of Elementary School StudentsYuyang Nie, Helene Deacon, Alona Fyshe, Carrie Demmans Epp. [doi]
• Improving Peer Assessment with Graph Neural NetworksAlireza A. Namanloo, Julie Thorpe, Amirali Salehi-Abari. [doi]
• Process-BERT: A Framework for Representation Learning on Educational Process DataAlexander Scarlatos, Christopher Brinton 0001, Andrew S. Lan. [doi]
• Can Population-based Engagement Improve Personalisation? A Novel Dataset and ExperimentsSahan Bulathwela, Meghana Verma, María Pérez-Ortiz 0001, Emine Yilmaz, John Shawe-Taylor. [doi]
• Towards Real Interpretability of Student Success Prediction Combining Methods of XAI and Social ScienceLea Cohausz. [doi]
• Preliminary Experiments with Transformer based Approaches To Automatically Inferring Domain Models from TextbooksRabin Banjade, Priti Oli, Lasang Jimba Tamang, Vasile Rus. [doi]
• Generalized Sequential Pattern Mining of Undergraduate CoursesDaniel D. Leeds, Cody Chen, Yijun Zhao, Fiza Metla, James Guest, Gary Weiss 0001. [doi]
• SQL-DP: A Novel Difficulty Prediction Framework for SQL Programming ProblemsJia Xu 0005, Tingting Wei, Pin Lv. [doi]
• Simulating Policy Changes in Prerequisite-Free Curricula: A Supervised Data-Driven ApproachFrederik Baucks, Laurenz Wiskott. [doi]
• Student Perception on the Effectiveness of On-Demand Assistance in Online Learning PlatformsAaron Haim, Neil T. Heffernan. [doi]
• Theory-Informed Problem-Solving Sequential Pattern VisualizationZilong Pan, Min Liu 0004. [doi]
• Sparse Factor Autoencoders for Item Response TheoryBenjamin Paaßen, Malwina Dywel, Melanie Fleckenstein, Niels Pinkwart. [doi]
• Mining and Assessing Anomalies in Students' Online Learning Activities with Self-supervised Machine LearningLan Jiang, Nigel Bosch. [doi]
• Using Markov Models and Random Walks to Examine Strategy Use of More or Less Successful ComprehendersKaterina Christhilf, Natalie Newton, Reese Butterfuss, Kathryn S. McCarthy, Laura K. Allen, Joseph P. Magliano, Danielle S. McNamara. [doi]
• Do College Students Learn Math the Same Way as Middle School Students? On the Transferability of Findings on Within-Problem Supports in Intelligent Tutoring SystemsMichael Smalenberger, Kelly Smalenberger. [doi]
• Grade Prediction via Prior Grades and Text Mining on Course Descriptions: Course Outlines and Intended Learning OutcomesJiawei Li, S. Supraja, Wei Qiu, Andy W. H. Khong. [doi]
• Rethinking Accessibility: Applications in Educational Data Mining (Canceled)Juanita Hicks, Ruhan Circi, Burhan Ogut, Michelle Yin, Darrick Yee. [doi]
• Leveraging Auxiliary Data from Similar Problems to Improve Automatic Open Response ScoringRaysa Rivera-Bergollo, Sami Baral, Anthony Botelho, Neil T. Heffernan. [doi]
• Looking for the best data fusion model in Smart Learning Environments for detecting at risk university studentsCristóbal Romero 0001, Wilson Chango, Rebeca Cerezo. [doi]
• Improving Automated Assessment and Feedback for Student Open-responses in MathematicsSami Baral. [doi]
• Investigating Multimodal Predictors of Peer Satisfaction for Collaborative Coding in Middle SchoolYingbo Ma, Gloria Ashiya Katuka, Mehmet Celepkolu, Kristy Elizabeth Boyer. [doi]
• Enhancing Stealth Assessment in Game-Based Learning Environments with Generative Zero-Shot LearningNathan L. Henderson, Halim Acosta, Wookhee Min, Bradford W. Mott, Trudi Lord, Frieda Reichsman, Chad Dorsey, Eric N. Wiebe, James C. Lester. [doi]
• No Meaning Left Unlearned: Predicting Learners' Knowledge of Atypical Meanings of Words from Vocabulary Tests for Their Typical MeaningsYo Ehara. [doi]
• #lets-discuss: Analyzing Student Affect in Course Forums Using EmojiAriel Blobstein, Kobi Gal, David R. Karger, Marc T. Facciotti, Hyunsoo Gloria Kim, Jumana Almahmoud, Kamali Sripathi. [doi]
• A deep dive into microphone hardware for recording collaborative group workMariah Bradford, Paige Hansen, J. Ross Beveridge, Nikhil Krishnaswamy, Nathaniel Blanchard. [doi]
• Code-DKT: A Code-based Knowledge Tracing Model for Programming TasksYang Shi 0004, Min Chi, Tiffany Barnes, Thomas W. Price. [doi]
• Mining Artificially Generated Data to Estimate CompetencyRobby Robson, Benjamin Goldberg, Shelly Blake-Plock, Cliff Casey, William Hoyt, Mike Hernandez, Fritz Ray. [doi]
• Adversarial bandits for drawing generalizable conclusions in non-adversarial experiments: an empirical studyYang Zhi-Han, Shiyue Zhang, Anna N. Rafferty. [doi]
• Supervised Machine Learning for Modelling STEM Career and Education Interest in Irish School ChildrenAnnika Lindh, Keith Quille, Aidan Mooney, Kevin Marshall, Katriona O'Sullivan. [doi]
• Challenges and Feasibility of Automatic Speech Recognition for Modeling Student Collaborative Discourse in ClassroomsRosy Southwell, Samuel L. Pugh, E. Margaret Perkoff, Charis Clevenger, Jeffrey Bush, Rachel Lieber, Wayne H. Ward, Peter W. Foltz, Sidney D'Mello. [doi]
• Modeling One-on-one Online Tutoring Discourse using an Accountable Talk FrameworkRenu Balyan, Tracy Arner, Karen Taylor, Jinnie Shin, Michelle P. Banawan, Walter L. Leite, Danielle S. McNamara. [doi]
• Building a Reinforcement Learning Environment from Limited Data to Optimize Teachable Robot InterventionsTristan Maidment, Mingzhi Yu, Nikki G. Lobczowski, Adriana Kovashka, Erin Walker, Diane J. Litman, Timothy Nokes-Malach. [doi]
• Modeling Cognitive Load and Affect to Support Adaptive Online LearningMinghao Cai, Carrie Demmans Epp. [doi]
• Exploring Cultural Diversity and Collaborative Team Communication through a Dynamical Systems LensMohammad Amin Samadi, Jacqueline G. Cavazos, Yiwen Lin, Nia Nixon. [doi]
• E-learning Preparedness: A Key Consideration to Promote Fair Learning Analytics Development in Higher EducationJinnie Shin, Okan Bulut, Wallace N. Pinto Jr.. [doi]
• Personalized and Explainable Course Recommendations for Students at Risk of Dropping outKerstin Wagner, Agathe Merceron, Petra Sauer, Niels Pinkwart. [doi]
• "Closing the Loop" in Educational Data Science with an Open Source Architecture for Large-Scale Field TrialsStephen Fancsali, April Murphy, Steven Ritter 0001. [doi]
• A Topic-Centric Crowdsourced Assisted Biomedical Literature Review Framework for AcademicsRyan Hodgson, Jingyun Wang, Alexandra I. Cristea, Fumiko Matsuzaki, Hiroyuki Kubota. [doi]
• A Variant of Performance Factors Analysis Model for CategorizationMeng Cao, Philip I. Pavlik. [doi]
• Predicting Cognitive Engagement in Online Course Discussion ForumsGuher Gorgun, Seyma Nur Yildirim-Erbasli, Carrie Demmans Epp. [doi]
• Does chronology matter? Sequential vs contextual approaches to knowledge tracingYueqi Wang, Zachary A. Pardos. [doi]
• Automatical Graph-based Knowledge TracingTing Long, Yunfei Liu, Weinan Zhang 0001, Wei Xia 0001, Zhicheng He 0001, Ruiming Tang, Yong Yu 0001. [doi]
• Data-driven goal setting: Searching optimal badges in the decision forestJulian Langenhagen. [doi]