Abstract is missing.
- On multi-device use: Using technological modality profiles to explain differences in students' learningVarshita Sher, Marek Hatala, Dragan Gasevic. 1-10 [doi]
- Technologies for automated analysis of co-located, real-life, physical learning spaces: Where are we now?Yi Han Victoria Chua, Justin Dauwels, Seng Chee Tan. 11-20 [doi]
- "I Spent More Time with that Team": Making Spatial Pedagogy Visible Using Positioning SensorsRoberto Martinez-Maldonado. 21-25 [doi]
- A Study on Curriculum Planning and Its Relationship with Graduation GPA and Time To DegreeSara Morsy, George Karypis. 26-35 [doi]
- Goal-based Course RecommendationWeijie Jiang, Zachary A. Pardos, Qiang Wei. 36-45 [doi]
- Semi-Automatic Generation of Intelligent Curricula to Facilitate Learning AnalyticsAngel Fiallos, Xavier Ochoa. 46-50 [doi]
- Read Between the Lines: An Annotation Tool for Multimodal Data for LearningDaniele Di Mitri, Jan Schneider 0001, Roland Klemke, Marcus Specht, Hendrik Drachsler. 51-60 [doi]
- Multichannel data for understanding cognitive affordances during complex problem solvingCharlotte Larmuseau, Pieter Vanneste, Piet Desmet, Fien Depaepe. 61-70 [doi]
- Cross-Platform Analytics: A step towards Personalization and Adaptation in EducationKaterina Mangaroska, Boban Vesin, Michail N. Giannakos. 71-75 [doi]
- Reliable Deep Grade Prediction with Uncertainty EstimationQian Hu, Huzefa Rangwala. 76-85 [doi]
- user2code2vec: Embeddings for Profiling Students Based on Distributional Representations of Source CodeDavid Azcona, Piyush Arora, I-Han Hsiao, Alan F. Smeaton. 86-95 [doi]
- Clustering Analysis Reveals Authentic Science Inquiry Trajectories Among UndergraduatesMelanie Peffer, David Quigley, Mehrgan Mostowfi. 96-100 [doi]
- Can Background Music Facilitate Learning?: Preliminary Results on Reading ComprehensionXiao Hu 0001, Fanjie Li, Runzhi Kong. 101-105 [doi]
- Would you?: Could you? On a tablet? Analytics of Children's eBook ReadingBeata Beigman Klebanov, Anastassia Loukina, Nitin Madnani, John Sabatini, Jennifer Lentini. 106-110 [doi]
- Comprehension Factor Analysis: Modeling student's reading behaviour: Accounting for reading practice in predicting students' learning in MOOCsKhushboo Thaker, Paulo Carvalho, Kenneth R. Koedinger. 111-115 [doi]
- Are You Talking to Me?: Multi-Dimensional Language Analysis of Explanations during ReadingLaura K. Allen, Caitlin Mills, Cecile A. Perret, Danielle S. McNamara. 116-120 [doi]
- Exploring the Subtleties of Agency and Indirect Control in Digital Learning GamesErik Harpstead, J. Elizabeth Richey, Huy Nguyen, Bruce M. McLaren. 121-129 [doi]
- Differences in Student Trajectories via Filtered Time Series Analysis in an Immersive Virtual WorldJoseph M. Reilly, Chris Dede. 130-134 [doi]
- Effective Feature Learning with Unsupervised Learning for Improving the Predictive Models in Massive Open Online CoursesMucong Ding, Kai Yang, Dit-Yan Yeung, Ting-Chuen Pong. 135-144 [doi]
- Transfer Learning using Representation Learning in Massive Open Online CoursesMucong Ding, Yanbang Wang, Erik Hemberg, Una-May O'Reilly. 145-154 [doi]
- Exploring Programming Semantic Analytics with Deep Learning ModelsYihan Lu, I-Han Hsiao. 155-159 [doi]
- Social Comparison in MOOCs: Perceived SES, Opinion, and Message FormalityHeeryung Choi, Nia Dowell, Christopher Brooks, Stephanie D. Teasley. 160-169 [doi]
- Analysing discussion forum data: a replication study avoiding data contaminationElaine Farrow, Johanna D. Moore, Dragan Gasevic. 170-179 [doi]
- Exploring Learner Engagement Patterns in Teach-Outs Using Topic, Sentiment and On-topicness to Reflect on PedagogyWenfei Yan, Nia Dowell, Caitlin Holman 0001, Stephen S. Welsh, Heeryung Choi, Christopher Brooks. 180-184 [doi]
- DiAd: Domain Adaptation for Learning at ScaleZiheng Zeng, Snigdha Chaturvedi, Suma Bhat, Dan Roth. 185-194 [doi]
- The Timeliness Deviation: A novel Approach to Evaluate Educational Recommender Systems for Closed-CoursesChristopher Krauss, Agathe Merceron, Stefan Arbanowski. 195-204 [doi]
- Comparison of Ranking and Rating Scales in Online Peer Assessment: Simulation ApproachDmytro Babik, Scott Paul Stevens, Andrew E. Waters. 205-209 [doi]
- Contextualizable Learning Analytics Design: A Generic Model and Writing Analytics EvaluationsAntonette Shibani, Simon Knight 0001, Simon Buckingham Shum. 210-219 [doi]
- Topic Development to Support Revision FeedbackJovita M. Vytasek, Alexandra Patzak, Philip H. Winne. 220-224 [doi]
- Evaluating the Fairness of Predictive Student Models Through Slicing AnalysisJosh Gardner, Christopher Brooks, Ryan Baker. 225-234 [doi]
- Learning analytics at the intersections of student trust, disclosure and benefitSharon Slade, Paul Prinsloo, Mohammad Khalil. 235-244 [doi]
- Predicting the Well-functioning of Learning Groups under Privacy RestrictionsTobias Hecking, Dorian Doberstein, Heinz Ulrich Hoppe. 245-249 [doi]
- Exploring students' sensemaking of learning analytics dashboards: Does frame of reference make a difference?Lisa Lim, Shane Dawson, Srecko Joksimovic, Dragan Gasevic. 250-259 [doi]
- Top Concept Networks of Professional Education ReflectionsAlyssa Friend Wise, Yi Cui. 260-264 [doi]
- Different Types of Response-Based Feedback in Mathematics: The case of textual and symbolic messagesTomer Gal, Arnon Hershkovitz. 265-269 [doi]
- Validating the Use of LMS-Derived Rubric Structural Features to Facilitate Automated Measurement of Rubric QualityPhilip Arcuria, William Morgan, Thomas G. Fikes. 270-274 [doi]
- Measuring Knowledge Gaps in Student Responses by Mining Networked Representations of TextsChen Qiao, Xiao Hu. 275-279 [doi]
- Motivated Information Seeking and Graph Comprehension Among College StudentsStephen J. Aguilar, Clare Baek. 280-289 [doi]
- Using Detailed Access Trajectories for Learning Behavior AnalysisYanbang Wang, Nancy Law, Erik Hemberg, Una-May O'Reilly. 290-299 [doi]
- The validity and utility of activity logs as a measure of student engagementBenjamin Motz, Joshua Quick, Noah L. Schroeder, Jordon Zook, Matthew Gunkel. 300-309 [doi]
- Towards Enabling Feedback on Rhetorical Structure with Neural Sequence ModelsJames Fiacco, Elena Cotos, Carolyn Penstein Rosé. 310-319 [doi]
- Language as Thought: Using Natural Language Processing to Model Noncognitive Traits that Predict College SuccessCathlyn Stone, Abigail Quirk, Margo Gardener, Stephen Hutt, Angela L. Duckworth, Sidney K. D'Mello. 320-329 [doi]
- Square it up!: How to model step duration when predicting student performanceIrene-Angelica Chounta, Paulo F. Carvalho. 330-334 [doi]
- Fairer but Not Fair Enough On the Equitability of Knowledge TracingShayan Doroudi, Emma Brunskill. 335-339 [doi]
- Deep Knowledge Tracing and Engagement with MOOCsKritphong Mongkhonvanit, Klint Kanopka, David Lang. 340-342 [doi]
- Towards Value-Sensitive Learning Analytics DesignBodong Chen, Haiyi Zhu. 343-352 [doi]
- Student Centred Design of a Learning Analytics SystemEd de Quincey, Chris Briggs, Theocharis Kyriacou, Richard Waller. 353-362 [doi]
- The Impact of an Online Tutoring Program for Algebra Readiness on Mathematics Achievements; Results of a Randomized ExperimentSahba Akhavan Niaki, Clint P. George, George Michailidis, Carole R. Beal. 363-372 [doi]
- UPM: Discovering Course Enrollment Sequences Associated with SuccessAsmaa Elbadrawy, George Karypis. 373-382 [doi]
- Affect Sequences and Learning in Betty's BrainJuliana Ma. Alexandra L. Andres, Jaclyn Ocumpaugh, Ryan S. Baker, Stefan Slater, Luc Paquette, Yang Jiang, Shamya Karumbaiah, Nigel Bosch, Anabil Munshi, Allison L. Moore, Gautam Biswas. 383-390 [doi]
- Refusing to Try: Characterizing Early Stopout on Student AssignmentsAnthony F. Botelho, Ashvini Varatharaj, Eric G. Van Inwegen, Neil T. Heffernan. 391-400 [doi]
- An Analysis of Student Representation, Representative Features and Classification Algorithms to Predict Degree DropoutRubén Manrique, Bernardo Pereira Nunes, Olga Mariño, Marco Antonio Casanova, Terhi Nurmikko-Fuller. 401-410 [doi]
- The Impact of Student Opt-Out on Educational Predictive ModelsWarren Li, Christopher A. Brooks, Florian Schaub. 411-420 [doi]
- Where You Are, Not What You See: The Impact of Learning Environment on Mind Wandering and Material RetentionTrish L. Varao-Sousa, Caitlin Mills, Alan Kingstone. 421-425 [doi]
- DEBE feedback for large lecture classroom analyticsRitayan Mitra, Pankaj S. Chavan. 426-430 [doi]
- Modeling gender dynamics in intra and interpersonal interactions during online collaborative learningYiwen Lin, Nia Dowell, Andrew Godfrey, Heeryung Choi, Christopher Brooks. 431-435 [doi]
- Predicting Student Success in Communication Skills Learning Scenarios with Virtual HumansStephanie Carnell, Benjamin Lok, Melva T. James, Jonathan K. Su. 436-440 [doi]
- Challenges on implementing Learning Analytics over countrywide K-12 dataLuiz Antonio Macarini, Cristian Cechinel, Henrique Lemos dos Santos, Xavier Ochoa, Virginia Rodés, Guillermo Ettlin Alonso, Alén Pérez Casas, Patricia Díaz. 441-445 [doi]
- Increasing the Impact of Learning AnalyticsShane Dawson, Srecko Joksimovic, Oleksandra Poquet, George Siemens. 446-455 [doi]
- Utilizing Learning Analytics to Map Students' Self-Reported Study Strategies to Click Behaviors in STEM CoursesFernando Rodriguez, Renzhe Yu, Jihyun Park, Mariela Janet Rivas, Mark Warschauer, Brian K. Sato. 456-460 [doi]
- Analytics of Learning Strategies: Associations with Academic Performance and FeedbackWannisa Matcha, Dragan Gasevic, Nora'Ayu Ahmad Uzir, Jelena Jovanovic, Abelardo Pardo. 461-470 [doi]
- Towards Hybrid Human-System Regulation: Understanding Children' SRL Support Needs in Blended ClassroomsInge Molenaar, Anne Horvers, Ryan S. Baker. 471-480 [doi]
- Investigating the Usage Patterns of Algebra Nation Tutoring PlatformSahba Akhavan Niaki, Clint P. George, George Michailidis, Carole R. Beal. 481-490 [doi]
- Knowledge Query Network for Knowledge Tracing: How Knowledge Interacts with SkillsJinseok Lee, Dit-Yan Yeung. 491-500 [doi]
- Counting Clicks is Not Enough: Validating a Theorized Model of Engagement in Learning AnalyticsEd Fincham, Alexander Whitelock-Wainwright, Vitomir Kovanovic, Srecko Joksimovic, Jan-Paul van Staalduinen, Dragan Gasevic. 501-510 [doi]
- Introducing meaning to clicks: Towards traced-measures of self-efficacy and cognitive loadJelena Jovanovic, Dragan Gasevic, Abelardo Pardo, Shane Dawson, Alexander Whitelock-Wainwright. 511-520 [doi]
- Integrated Closed-loop Learning Analytics Scheme in a First Year Experience CourseMunira Syed, Trunojoyo Anggara, Alison Lanski, Xiaojing Duan, G. Alex Ambrose, Nitesh V. Chawla. 521-530 [doi]
- Descriptive and Predictive Modeling of Student Achievement, Satisfaction, and Mental Health for Data-Driven Smart Connected Campus Life ServiceJoon Heo, Hyoungjoon Lim, Sung Bum Yun, Sungha Ju, Sangyoon Park, Rebekah Lee. 531-538 [doi]
- Beyond A/B Testing: Sequential Randomization for Developing Interventions in Scaled Digital Learning EnvironmentsTimothy NeCamp, Josh Gardner, Christopher Brooks. 539-548 [doi]