Abstract is missing.
- Topic modeling for evaluating students' reflective writing: a case study of pre-service teachers' journalsYe Chen, Bei Yu, Xuewei Zhang, Yihan Yu. 1-5 [doi]
- Combining click-stream data with NLP tools to better understand MOOC completionScott A. Crossley, Luc Paquette, Mihai Dascalu, Danielle S. McNamara, Ryan S. Baker. 6-14 [doi]
- Towards automated content analysis of discussion transcripts: a cognitive presence caseVitomir Kovanovic, Srecko Joksimovic, Zak Waters, Dragan Gasevic, Kirsty Kitto, Marek Hatala, George Siemens. 15-24 [doi]
- Towards personalizing an e-quiz bank for primary school students: an exploration with association rule mining and clusteringXiao Hu, Yinfei Zhang, Samuel K. W. Chu, Xiaobo Ke. 25-29 [doi]
- Introduction of learning visualisations and metacognitive support in a persuadable open learner modelSusan Bull, Blandine Ginon, Clelia Boscolo, Matthew D. Johnson. 30-39 [doi]
- Impact of data collection on interpretation and evaluation of student modelsRadek Pelánek, Jirí Rihák, Jan Papousek. 40-47 [doi]
- Semantic visual analytics for today's programming coursesI-Han Hsiao, Sesha Kumar Pandhalkudi Govindarajan, Yi-Ling Lin. 48-53 [doi]
- The role of achievement goal orientations when studying effect of learning analytics visualizationsSanam Shirazi Beheshitha, Marek Hatala, Dragan Gasevic, Srecko Joksimovic. 54-63 [doi]
- Investigating collaborative learning success with physiological coupling indices based on electrodermal activityHéctor J. Pijeira Díaz, Hendrik Drachsler, Sanna Järvelä, Paul A. Kirschner. 64-73 [doi]
- A pedagogical framework for learning analytics in collaborative inquiry tasks: an example from a teamwork competency awareness programElizabeth Koh, Antonette Shibani, Jennifer Pei-Ling Tan, Helen Hong. 74-83 [doi]
- An analysis framework for collaborative problem solving in practice-based learning activities: a mixed-method approachMutlu Cukurova, Katerina Avramides, Daniel Spikol, Rose Luckin, Manolis Mavrikis. 84-88 [doi]
- Privacy and analytics: it's a DELICATE issue a checklist for trusted learning analyticsHendrik Drachsler, Wolfgang Greller. 89-98 [doi]
- What can analytics contribute to accessibility in e-learning systems and to disabled students' learning?Martyn Cooper, Rebecca Ferguson, Annika Wolff. 99-103 [doi]
- Affecting off-task behaviour: how affect-aware feedback can improve student learningBeate Grawemeyer, Manolis Mavrikis, Wayne Holmes, Sergio Gutiérrez Santos, Michael Wiedmann, Nikol Rummel. 104-113 [doi]
- Investigating boredom and engagement during writing using multiple sources of information: the essay, the writer, and keystrokesLaura K. Allen, Caitlin Mills, Matthew E. Jacovina, Scott A. Crossley, Sidney K. D'Mello, Danielle S. McNamara. 114-123 [doi]
- Interactive surfaces and learning analytics: data, orchestration aspects, pedagogical uses and challengesRoberto Martínez Maldonado, Bertrand Schneider, Sven Charleer, Simon Buckingham Shum, Joris Klerkx, Erik Duval. 124-133 [doi]
- Evaluation of an adaptive practice system for learning geography factsJan Papousek, Vít Stanislav, Radek Pelánek. 134-142 [doi]
- Towards analytics for educational interactive e-books: the case of the reflective designer analytics platform (RDAP)Sokratis Karkalas, Manolis Mavrikis, Oliver Labs. 143-147 [doi]
- Teaching analytics: towards automatic extraction of orchestration graphs using wearable sensorsLuis Pablo Prieto, Kshitij Sharma, Pierre Dillenbourg, María Jesús. 148-157 [doi]
- Student perspectives on data provision and use: starting to unpack disciplinary differencesJen McPherson, Huong Ly Tong, Scott J. Fatt, Danny Y. T. Liu. 158-167 [doi]
- Design and evaluation of teacher assistance tools for exploratory learning environmentsManolis Mavrikis, Sergio Gutiérrez Santos, Alexandra Poulovassilis. 168-172 [doi]
- The learning analytics readiness instrumentMeghan Oster, Steven Lonn, Matthew D. Pistilli, Michael Geoffrey Brown. 173-182 [doi]
- Real-time indicators and targeted supports: using online platform data to accelerate student learningOuajdi Manai, Hiroyuki Yamada, Christopher Thorn. 183-187 [doi]
- Bringing order to chaos in MOOC discussion forums with content-related thread identificationAlyssa Friend Wise, Yi Cui, Jovita Vytasek. 188-197 [doi]
- Investigating social and semantic user roles in MOOC discussion forumsTobias Hecking, Irene-Angelica Chounta, Heinz Ulrich Hoppe. 198-207 [doi]
- Untangling MOOC learner networksOleksandra Poquet, Shane Dawson. 208-212 [doi]
- Reflecting on reflective writing analytics: assessment challenges and iterative evaluation of a prototype toolSimon Buckingham Shum, Ágnes Sándor, Rosalie Goldsmith, Xiaolong Wang, Randall Bass, Mindy McWilliams. 213-222 [doi]
- Longitudinal engagement, performance, and social connectivity: a MOOC case study using exponential random graph modelsMengxiao Zhu, Yoav Bergner, Yan Zhang, Ryan Baker, Yuan Wang, Luc Paquette. 223-230 [doi]
- English language learner experiences of formal and informal learning environmentsCarrie Demmans Epp. 231-235 [doi]
- Analysing engagement in an online management programme and implications for course designMarc Wells, Alex Wollenschlaeger, David Lefevre, George D. Magoulas, Alexandra Poulovassilis. 236-240 [doi]
- Measuring financial implications of an early alert systemScott Harrison, Renato Villano, Grace Lynch, George Chen. 241-248 [doi]
- Data2U: scalable real time student feedback in active learning environmentsImran Khan, Abelardo Pardo. 249-253 [doi]
- Supporting learning by considering emotions: tracking and visualization a case studySamara Ruiz, Sven Charleer, Maite Urretavizcaya, Joris Klerkx, Isabel Fernández-Castro, Erik Duval. 254-263 [doi]
- A rule-based indicator definition tool for personalized learning analyticsArham Muslim, Mohamed Amine Chatti, Tanmaya Mahapatra, Ulrik Schroeder. 264-273 [doi]
- Designing MOOCs for success: a student motivation-oriented frameworkJonathan M. Kevan, Michael P. Menchaca, Ellen S. Hoffman. 274-278 [doi]
- The assessment of learning infrastructure (ALI): the theory, practice, and scalability of automated assessmentKorinn S. Ostrow, Douglas Selent, Yan Wang, Eric Van Inwegen, Neil T. Heffernan, Joseph Jay Williams. 279-288 [doi]
- When to stop?: towards universal instructional policiesTanja Käser, Severin Klingler, Markus H. Gross. 289-298 [doi]
- Applying classification techniques on temporal trace data for shaping student behavior modelsZacharoula K. Papamitsiou, Eirini D. Karapistoli, Anastasios A. Economides. 299-303 [doi]
- Using A/B testing in MOOC environmentsJan Renz, Daniel Hoffmann, Thomas Staubitz, Christoph Meinel. 304-313 [doi]
- Translating network position into performance: importance of centrality in different network configurationsSrecko Joksimovic, Areti Manataki, Dragan Gasevic, Shane Dawson, Vitomir Kovanovic, Inés Friss de Kereki. 314-323 [doi]
- Data-driven proficiency profiling: proof of conceptBehrooz Mostafavi, Tiffany Barnes. 324-328 [doi]
- A conceptual framework linking learning design with learning analyticsAneesha Bakharia, Linda Corrin, Paula de Barba, Gregor Kennedy, Dragan Gasevic, Raoul Mulder, David Williams, Shane Dawson, Lori Lockyer. 329-338 [doi]
- The impact of 151 learning designs on student satisfaction and performance: social learning (analytics) mattersBart Rienties, Lisette Toetenel. 339-343 [doi]
- Student differences in regulation strategies and their use of learning resources: implications for educational designNynke Bos, Saskia Brand-Gruwel. 344-353 [doi]
- Sequencing educational content in classrooms using Bayesian knowledge tracingYossi Ben David, Avi Segal, Ya'akov (Kobi) Gal. 354-363 [doi]
- Studying the relationship between BKT fitting error and the skill difficulty indexFrancesc Martori, Jordi Cuadros, Lucinio González-Sabaté. 364-368 [doi]
- Modeling common misconceptions in learning process dataRan Liu, Rony Patel, Kenneth R. Koedinger. 369-377 [doi]
- Recipe for success: lessons learnt from using xAPI within the connected learning analytics toolkitAneesha Bakharia, Kirsty Kitto, Abelardo Pardo, Dragan Gasevic, Shane Dawson. 378-382 [doi]
- Forecasting student achievement in MOOCs with natural language processingCarly Robinson, Michael Yeomans, Justin Reich, Chris Hulleman, Hunter Gehlbach. 383-387 [doi]
- Is the doer effect a causal relationship?: how can we tell and why it's importantKenneth R. Koedinger, Elizabeth A. McLaughlin, Julianna Zhuxin Jia, Norman L. Bier. 388-397 [doi]
- Towards triggering higher-order thinking behaviors in MOOCsXu Wang, Miaomiao Wen, Carolyn Penstein Rosé. 398-407 [doi]
- A study on eye fixation patterns of students in higher education using an online learning systemBenedict The, Manolis Mavrikis. 408-416 [doi]
- A gaze-based learning analytics model: in-video visual feedback to improve learner's attention in MOOCsKshitij Sharma, Hamed S. Alavi, Patrick Jermann, Pierre Dillenbourg. 417-421 [doi]
- Exploring the relation between self-regulation, online activities, and academic performance: a case studyAbelardo Pardo, Feifei Han, Robert A. Ellis. 422-429 [doi]
- Fostering 21st century literacies through a collaborative critical reading and learning analytics environment: user-perceived benefits and problematicsJennifer Pei-Ling Tan, Simon Yang, Elizabeth Koh, Christin Jonathan. 430-434 [doi]
- Improving efficacy attribution in a self-directed learning environment using prior knowledge individualizationZachary A. Pardos, Yanbo Xu. 435-439 [doi]
- Using game analytics to evaluate puzzle design and level progression in a serious gameDrew Hicks, Michael Eagle, Elizabeth Rowe, Jodi Asbell-Clarke, Teon Edwards, Tiffany Barnes. 440-448 [doi]
- Bayesian modelling of student misconceptions in the one-digit multiplication with probabilistic programmingBehnam Taraghi, Anna Saranti, Robert Legenstein, Martin Ebner. 449-453 [doi]
- Enhancing the efficiency and reliability of group differentiation through partial creditYan Wang, Korinn Ostrow, Joseph Beck, Neil T. Heffernan. 454-458 [doi]
- What and when: the role of course type and timing in students' academic performanceMichael Geoffrey Brown, R. Matthew DeMonbrun, Steven Lonn, Stephen J. Aguilar, Stephanie D. Teasley. 459-468 [doi]
- Predicting student performance on post-requisite skills using prerequisite skill data: an alternative method for refining prerequisite skill structuresSeth Akonor Adjei, Anthony F. Botelho, Neil T. Heffernan. 469-473 [doi]
- Generating actionable predictive models of academic performanceAbelardo Pardo, Negin Mirriahi, Roberto Martínez Maldonado, Jelena Jovanovic, Shane Dawson, Dragan Gasevic. 474-478 [doi]
- Learning design and feedback processes at scale: stocktaking emergent theory and practiceUlla Ringtved, Sandra Milligan, Linda Corrin. 479-480 [doi]
- Critical perspectives on writing analyticsSimon Buckingham Shum, Simon Knight, Danielle S. McNamara, Laura K. Allen, Duygu Bektik, Scott A. Crossley. 481-483 [doi]
- Learning analytics for workplace and professional learningTobias Ley, Ralf Klamma, Stefanie N. Lindstaedt, Fridolin Wild. 484-485 [doi]
- Cross-LAK: learning analytics across physical and digital spacesRoberto Martínez Maldonado, Davinia Hernández Leo, Abelardo Pardo, Dan Suthers, Kirsty Kitto, Sven Charleer, Naif Radi Aljohani, Hiroaki Ogata. 486-487 [doi]
- Putting temporal analytics into practice: the 5th international workshop on temporality in learning dataBodong Chen, Alyssa Friend Wise, Simon Knight, Britte Haugan Cheng. 488-489 [doi]
- LAK16 workshop: extending IMS caliper analytics™ with learning activity profilesAnthony Whyte, Prashant Nayak, John Johnston. 490-491 [doi]
- Ethical and privacy issues in the design of learning analytics applicationsHendrik Drachsler, Tore Hoel, Adam Cooper, Gábor Kismihók, Alan Berg, Maren Scheffel, Weiqin Chen, Rebecca Ferguson. 492-493 [doi]
- Learning analytics for curriculum and program quality improvement (PCLA 2016)Jim E. Greer, Marco Molinaro, Xavier Ochoa, Timothy McKay. 494-495 [doi]
- LAL workshop: learning analytics for learnersS. Bull, B. Ginon, J. Kay, M. Kickmeier-Rust, M. D. Johnson. 496-497 [doi]
- Multimodal learning analytics data challengesXavier Ochoa, Marcelo Worsley, Nadir Weibel, Sharon L. Oviatt. 498-499 [doi]
- Data literacy for learning analyticsAnnika Wolff, John Moore, Zdenek Zdráhal, Martin Hlosta, Jakub Kuzilek. 500-501 [doi]
- Smart environments and analytics on video-based learningMichail N. Giannakos, Demetrios G. Sampson, Lukasz Kidzinski, Abelardo Pardo. 502-504 [doi]
- Introduction to data mining for educational researchersChristopher A. Brooks, Craig Thompson, Vitomir Kovanovic. 505-506 [doi]
- Educational data mining with Python and Apache spark: a hands-on tutorialLalitha Agnihotri, Shirin Mojarad, Nicholas Lewkow, Alfred Essa. 507-508 [doi]
- LAK failathonDoug Clow, Rebecca Ferguson, Leah Macfadyen, Paul Prinsloo, Sharon Slade. 509-511 [doi]
- Learning through goal settingStefan T. Mol, Vladimer Kobayashi, Gábor Kismihók, Catherine Zhao. 512-513 [doi]
- Learning analytics in a flipped university courseAnouschka van Leeuwen. 514-515 [doi]
- Multimodal analytics to study collaborative problem solving in pair programmingShuchi Grover, Marie A. Bienkowski, Amir Tamrakar, Behjat Siddiquie, David A. Salter, Ajay Divakaran. 516-517 [doi]
- Automating assessment of collaborative writing quality in multiple stages: the case of wikiXiao Hu, Tzi-Dong Jeremy Ng, Lu Tian, Chi-Un Lei. 518-519 [doi]
- Learning analytics community exchange: evidence hubRebecca Ferguson, Doug Clow. 520-521 [doi]
- Exploring the interplay between human and machine annotated multimodal learning analytics in hands-on STEM activitiesDaniel Spikol, Katerina Avramides, Mutlu Cukurova. 522-523 [doi]
- Using machine analysis to make elementary students' mathematical thinking visibleKimberle Koile, Andee Rubin, Steve Chapman, Marlene Kliman, Lily Ko. 524-525 [doi]
- Benchmarking student performance and engagement in an early alert predictive system using interactive radar chartsSandeep M. Jayaprakash, Eitel J. M. Lauría, Pritesh Gandhi, Dinesh Mendhe. 526-527 [doi]
- Student affect during learning with a MOOCJohn Dillon, G. Alex Ambrose, Nirandika Wanigasekara, Malolan Chetlur, Prasenjit Dey, Bikram Sengupta, Sidney K. D'Mello. 528-529 [doi]
- Integrating physical activity data in videogames with user-centered dashboardsDanielle Hagood, Cynthia Carter Ching, Sara Schaefer. 530-531 [doi]
- Understanding learning at a glance: an overview of learning dashboard studiesBeat Adrian Schwendimann, María Jesús Rodríguez-Triana, Andrii Vozniuk, Luis Pablo Prieto, Mina Shirvani Boroujeni, Adrian Holzer, Denis Gillet, Pierre Dillenbourg. 532-533 [doi]
- Reviewing three case-studies of learning analytics interventions at the open university UKBart Rienties, Avinash Boroowa, Simon Cross, Lee Farrington-Flint, Christothea Herodotou, Lynda Prescott, Kevin Mayles, Tom Olney, Lisette Toetenel, John Woodthorpe. 534-535 [doi]
- Analyzing students' intentionality towards badges within a case study using Khan academyJosé A. Ruipérez Valiente, Pedro J. Muñoz Merino, Carlos Delgado Kloos. 536-537 [doi]
- Learning analytics in practice: the effects of adaptive educational technology Snappet on students' arithmetic skillsInge Molenaar, Carolien Knoop van Campen. 538-539 [doi]
- Elaborating data intensive research methods through researcher-practitioner partnershipsMingyu Feng, Andrew E. Krumm, Alex J. Bowers, Timothy E. Podkul. 540-541 [doi]
- Pipeline for expediting learning analytics and student support from data in social learningYohan Jo, Gaurav Tomar, Oliver Ferschke, Carolyn Penstein Rosé, Dragan Gasevic. 542-543 [doi]
- The dutch xAPI experienceAlan Berg, Maren Scheffel, Hendrik Drachsler, Stefaan Ternier, Marcus Specht. 544-545 [doi]
- Validity: a framework for cross-disciplinary collaboration in mining indicators of learning from MOOC forumsSandra Milligan, Jiazhen He, James Bailey, Rui Zhang, Benjamin I. P. Rubinstein. 546-547 [doi]
- The connected learning analytics toolkitKirsty Kitto, Aneesha Bakharia, Mandy Lupton, Dann Mallet, John Banks, Peter Bruza, Abelardo Pardo, Simon Buckingham Shum, Shane Dawson, Dragan Gasevic, George Siemens, Grace Lynch. 548-549 [doi]
- Wikiglass: a learning analytic tool for visualizing collaborative wikis of secondary school studentsXiao Hu, Jason Ip, Koossulraj Sadaful, George Lui, Sam Chu. 550-551 [doi]
- Demonstration of the Unizin sentiment visualizerJ. D. Freeman. 552-553 [doi]