Table of Contents

• The half-life of MOOC knowledge: a randomized trial evaluating knowledge retention and retrieval practice in MOOCsDan Davis, René F. Kizilcec, Claudia Hauff, Geert-Jan Houben. 1-10 [doi]
• Graph-based visual topic dependency models: supporting assessment design and delivery at scaleKendra M. L. Cooper, Hassan Khosravi. 11-15 [doi]
• Data-driven generation of rubric criteria from an educational programming environmentNicholas Diana, Michael Eagle, John C. Stamper, Shuchi Grover, Marie A. Bienkowski, Satabdi Basu. 16-20 [doi]
• Supporting teachers' intervention in students' virtual collaboration using a network based modelTiffany Herder, Zachari Swiecki, Simon Skov Fougt, Andreas Lindenskov Tamborg, Benjamin Brink Allsopp, David Williamson Shaffer, Morten Misfeldt. 21-25 [doi]
• Correlating affect and behavior in reasoning mind with state test achievementVictor Kostyuk, Ma. Victoria Almeda, Ryan S. Baker. 26-30 [doi]
• License to evaluate: preparing learning analytics dashboards for educational practiceIoana Jivet, Maren Scheffel, Marcus Specht, Hendrik Drachsler. 31-40 [doi]
• Open learner models and learning analytics dashboards: a systematic reviewRobert Bodily, Judy Kay, Vincent Aleven, Ioana Jivet, Dan Davis, Franceska Xhakaj, Katrien Verbert. 41-50 [doi]
• Multi-institutional positioning test feedback dashboard for aspiring students: lessons learnt from a case study in flandersTom Broos, Katrien Verbert, Greet Langie, Carolien Van Soom, Tinne De Laet. 51-55 [doi]
• A qualitative evaluation of a learning dashboard to support advisor-student dialoguesMartijn Millecamp, Francisco Gutiérrez, Sven Charleer, Katrien Verbert, Tinne De Laet. 56-60 [doi]
• A generalized classifier to identify online learning tool disengagement at scaleJacqueline L. Feild, Nicholas Lewkow, Sean Burns, Karen Gebhardt. 61-70 [doi]
• Studying MOOC completion at scale using the MOOC replication frameworkJuan Miguel L. Andres, Ryan S. Baker, Dragan Gasevic, George Siemens, Scott A. Crossley, Srecko Joksimovic. 71-78 [doi]
• The classroom as a dashboard: co-designing wearable cognitive augmentation for K-12 teachersKenneth Holstein, Gena Hong, Mera Tegene, Bruce M. McLaren, Vincent Aleven. 79-88 [doi]
• An application of participatory action research in advising-focused learning analyticsStefano Fiorini, Adrienne Sewell, Mathew Bumbalough, Pallavi Chauhan, Linda Shepard, George Rehrey, Dennis Groth. 89-96 [doi]
• Co-creation strategies for learning analyticsMollie Dollinger, Jason M. Lodge. 97-101 [doi]
• PHS profiling students from their questions in a blended learning environmentFatima Harrak, François Bouchet, Vanda Luengo, Pierre Gillois. 102-110 [doi]
• Recurrence quantification analysis as a method for studying text comprehension dynamicsAaron D. Likens, Kathryn S. McCarthy, Laura K. Allen, Danielle S. McNamara. 111-120 [doi]
• Towards a writing analytics framework for adult english language learnersAmna Liaqat, Cosmin Munteanu. 121-125 [doi]
• Epistemic network analysis of students' longer written assignments as formative/summative evaluationSimon Skov Fougt, Amanda Siebert-Evenstone, Brendan Eagan, Sara Tabatabai, Morten Misfeldt. 126-130 [doi]
• Driving data storytelling from learning designVanessa Echeverría, Roberto Martínez Maldonado, Roger Granda, Katherine Chiluiza, Cristina Conati, Simon Buckingham Shum. 131-140 [doi]
• Linking students' timing of engagement to learning design and academic performanceQuan Nguyen, Michal Huptych, Bart Rienties. 141-150 [doi]
• Video and learning: a systematic review (2007-2017)Oleksandra Poquet, Lisa Lim, Negin Mirriahi, Shane Dawson. 151-160 [doi]
• Using embedded formative assessment to predict state summative test scoresStephen E. Fancsali, Guoguo Zheng, Yanyan Tan, Steven Ritter, Susan R. Berman, April Galyardt. 161-170 [doi]
• The influence of students' cognitive and motivational characteristics on students' use of a 4C/ID-based online learning environment and their learning gainCharlotte Larmuseau, Jan Elen, Fien Depaepe. 171-180 [doi]
• Explaining learning performance using response-time, self-regulation and satisfaction from content: an fsQCA approachZacharoula K. Papamitsiou, Anastasios A. Economides, Ilias O. Pappas, Michail N. Giannakos. 181-190 [doi]
• Finding traces of self-regulated learning in activity streamsAnalía Cicchinelli, Eduardo E. Veas, Abelardo Pardo, Viktoria Pammer-Schindler, Angela Fessl, Carla Barreiros, Stefanie N. Lindstädt. 191-200 [doi]
• Investigating learning strategies in a dispositional learning analytics context: the case of worked examplesDirk T. Tempelaar, Bart Rienties, Quan Nguyen. 201-205 [doi]
• Discovery and temporal analysis of latent study patterns in MOOC interaction sequencesMina Shirvani Boroujeni, Pierre Dillenbourg. 206-215 [doi]
• Evaluating retrieval practice in a MOOC: how writing and reading summaries of videos affects student learningTim Van der Zee, Dan Davis, Nadira Saab, Bas Giesbers, Jasper Ginn, Frans van der Sluis, Fred Paas, Wilfried Admiraal. 216-225 [doi]
• Reciprocal peer recommendation for learning purposesBoyd A. Potts, Hassan Khosravi, Carl Reidsema, Aneesha Bakharia, Mark Belonogoff, Melanie Fleming. 226-235 [doi]
• Rethinking learning analytics adoption through complexity leadership theoryShane Dawson, Oleksandra Poquet, Cassandra Colvin, Tim Rogers, Abelardo Pardo, Dragan Gasevic. 236-244 [doi]
• Capitalisation of analysis processes: enabling reproducibility, openness and adaptability thanks to narrationAlexis Lebis, Marie Lefèvre, Vanda Luengo, Nathalie Guin. 245-254 [doi]
• Classroom size, activity and attendance: scaling up drivers of learning space occupationAmelia Brennan, Christina Peace, Pablo Munguia. 255-259 [doi]
• Towards a data archiving solution for learning analyticsSarah Taylor, Pablo Munguia. 260-264 [doi]
• Connecting decentralized learning records: a blockchain based learning analytics platformPatrick Ocheja, Brendan Flanagan, Hiroaki Ogata. 265-269 [doi]
• Running out of STEM: a comparative study across STEM majors of college students at-risk of dropping out earlyYujing Chen, Aditya Johri, Huzefa Rangwala. 270-279 [doi]
• Prospectively predicting 4-year college graduation from student applicationsStephen Hutt, Margo Gardener, Donald Kamentz, Angela L. Duckworth, Sidney K. D'Mello. 280-289 [doi]
• "I'll do it!": examining the relationship between locus of control and math game retention for preschoolersBugeun Kim, Jungwook Rhim, Jihyun Rho, TaeHyun Hwang, Gunho Lee, Gahgene Gweon. 290-294 [doi]
• Coenrollment networks and their relationship to grades in undergraduate educationJosh Gardner, Christopher Brooks. 295-304 [doi]
• Conceptualizing co-enrollment: accounting for student experiences across the curriculumMichael Geoffrey Brown, R. Matthew DeMonbrun, Stephanie D. Teasley. 305-309 [doi]
• A framework for developing metrics of youth engagement in informal learning environmentsDenise C. Nacu, Jennifer Baltes, Taha Hamid, Jonathan Gemmell, Nichole Pinkard. 310-314 [doi]
• A diagnostic tool for competency-based program engineeringGuillaume Durand, Cyril Goutte, Nabil Belacel, Yassine Bouslimani, Serge Léger. 315-319 [doi]
• SHEILA policy framework: informing institutional strategies and policy processes of learning analyticsYi-Shan Tsai, Pedro Manuel Moreno-Marcos, Kairit Tammets, Kaire Kollom, Dragan Gasevic. 320-329 [doi]
• Unpacking the relationship between discussion forum participation and learning in MOOCs: content is keyAlyssa Friend Wise, Yi Cui. 330-339 [doi]
• Are MOOC forums changing?Oleksandra Poquet, Nia Dowell, Christopher Brooks, Shane Dawson. 340-349 [doi]
• Gaze insights into debugging behavior using learner-centred analysisKaterina Mangaroska, Kshitij Sharma, Michail N. Giannakos, Hallvard Trætteberg, Pierre Dillenbourg. 350-359 [doi]
• The RAP system: automatic feedback of oral presentation skills using multimodal analysis and low-cost sensorsXavier Ochoa, Federico Domínguez, Bruno Guamán, Ricardo Maya, Gabriel Falcones, Jaime Castells. 360-364 [doi]
• (Dis)engagement matters: identifying efficacious learning practices with multimodal learning analyticsMarcelo Worsley. 365-369 [doi]
• Analysis of interactions between lecturers and studentsEiji Watanabe, Takashi Ozeki, Takeshi Kohama. 370-374 [doi]
• Physical learning analytics: a multimodal perspectiveRoberto Martínez Maldonado, Vanessa Echeverría, Olga C. Santos, Augusto Dias Pereira dos Santos, Kalina Yacef. 375-379 [doi]
• A multi-dimensional analysis of writing flexibility in an automated writing evaluation systemLaura K. Allen, Aaron D. Likens, Danielle S. McNamara. 380-388 [doi]
• Understand students' self-reflections through learning analyticsVitomir Kovanovic, Srecko Joksimovic, Negin Mirriahi, Ellen Blaine, Dragan Gasevic, George Siemens, Shane Dawson. 389-398 [doi]
• What exactly do students learn when they practice equation solving?: refining knowledge components with the additive factors modelYanjin Long, Kenneth Holstein, Vincent Aleven. 399-408 [doi]
• Can't get more satisfaction?: game-theoretic group-recommendation of educational resourcesZacharoula K. Papamitsiou, Anastasios A. Economides. 409-416 [doi]
• The teacher in the loop: customizing multimodal learning analytics for blended learningMaría Jesús Rodríguez-Triana, Luis Pablo Prieto, Alejandra Martínez-Monés, Juan I. Asensio-Pérez, Yannis A. Dimitriadis. 417-426 [doi]
• Analytics-enabled teaching as design: reconceptualisation and call for researchSakinah S. J. Alhadad, Kate Thompson, Simon Knight, Melinda J. Lewis, Jason M. Lodge. 427-435 [doi]
• The complexities of developing a personal code of ethics for learning analytics practitioners: implications for institutions and the fieldCharles Lang, Leah P. Macfadyen, Sharon Slade, Paul Prinsloo, Niall Sclater. 436-440 [doi]
• Student online behaviors: correlations to math identityJunyi Li, Jaclyn Ocumpaugh, Ryan S. Baker, Stefan Slater, Matthew J. Labrum, Victor Kostyuk, Scott A. Crossley. 441-445 [doi]
• Online change detection for monitoring individual student behavior via clickstream data on E-book systemAtsushi Shimada, Yuta Taniguchi, Fumiya Okubo, Shin'ichi Konomi, Hiroaki Ogata. 446-450 [doi]
• Embracing imperfection in learning analyticsKirsty Kitto, Simon Buckingham Shum, Andrew Gibson. 451-460 [doi]
• The pragmatic maxim as learning analytics research methodAndrew Gibson, Charles Lang. 461-465 [doi]
• Methodological foundations for the measurement of learning in learning analyticsSandra K. Milligan. 466-470 [doi]