Table of Contents

• Predicting Item Response Theory Parameters Using Question Statements TextsWemerson Marinho, Esteban Walter Clua, Luis Martí, Karla Marinho. 1-10 [doi]
• Logs or Self-Reports? Misalignment Between Behavioral Trace Data and Surveys When Modeling Learner Achievement Goal OrientationHeeryung Choi, Philip H. Winne, Christopher Brooks 0001, Warren Li, Kerby Shedden. 11-21 [doi]
• SeNA: Modelling Socio-spatial Analytics on Homophily by Integrating Social and Epistemic Network AnalysisLixiang Yan, Roberto Martínez Maldonado, Linxuan Zhao, Xinyu Li, Dragan Gasevic. 22-32 [doi]
• TikTok as Learning Analytics Data: Framing Climate Change and Data PracticesHa Nguyen. 33-43 [doi]
• Learning analytics dashboards: What do students actually ask for?Blazenka Divjak, Barbi Svetec, Damir Horvat. 44-56 [doi]
• "That Student Should be a Lion Tamer!" StressViz: Designing a Stress Analytics Dashboard for TeachersRiordan Dervin Alfredo, Lanbing Nie, Paul Kennedy, Tamara Power, Carolyn Hayes, Hui Chen, Carolyn McGregor, Zachari Swiecki, Dragan Gasevic, Roberto Martínez Maldonado. 57-67 [doi]
• Predictive Learning Analytics and University Teachers: Usage and perceptions three years post implementationChristothea Herodotou, Claire Maguire, Martin Hlosta, Paul Mulholland. 68-78 [doi]
• Each Encounter Counts: Modeling Language Learning and ForgettingBoxuan Ma, Gayan Prasad Hettiarachchi, Sora Fukui, Yuji Ando. 79-88 [doi]
• How Do Teachers Use Dashboards Enhanced with Data Storytelling Elements According to their Data Visualisation Literacy Skills?Stanislav Pozdniakov, Roberto Martínez Maldonado, Yi-Shan Tsai, Vanessa Echeverría, Namrata Srivastava, Dragan Gasevic. 89-99 [doi]
• Learner-centred Analytics of Feedback Content in Higher EducationJionghao Lin, Wei Dai, Lisa-Angelique Lim, Yi-Shan Tsai, Rafael Ferreira Mello, Hassan Khosravi, Dragan Gasevic, Guanliang Chen. 100-110 [doi]
• How to Build More Generalizable Models for Collaboration Quality? Lessons Learned from Exploring Multi-Context Audio-Log Datasets using Multimodal Learning AnalyticsPankaj Chejara, Luis Pablo Prieto, María Jesús Rodríguez-Triana, Reet Kasepalu, Adolfo Ruiz-Calleja, Shashi Kant Shankar. 111-121 [doi]
• Empowering Teacher Learning with AI: Automated Evaluation of Teacher Attention to Student Ideas during Argumentation-focused DiscussionTanya Nazaretsky, Jamie N. Mikeska, Beata Beigman Klebanov. 122-132 [doi]
• Are They Learning or Guessing? Investigating Trial-and-Error Behavior with Limited Test AttemptsBowen Hui. 133-144 [doi]
• Names, Nicknames, and Spelling Errors: Protecting Participant Identity in Learning Analytics of Online DiscussionsElaine Farrow, Johanna D. Moore, Dragan Gasevic. 145-155 [doi]
• How to Open Science: A Principle and Reproducibility Review of the Learning Analytics and Knowledge ConferenceAaron Haim, Stacy Shaw, Neil T. Heffernan. 156-164 [doi]
• Impact of Non-Cognitive Interventions on Student Learning Behaviors and Outcomes: An analysis of seven large-scale experimental inventionsKirk Vanacore, Ashish Gurung, Andrew Mcreynolds, Allison Liu, Stacy Shaw, Neil T. Heffernan. 165-174 [doi]
• CVPE: A Computer Vision Approach for Scalable and Privacy-Preserving Socio-spatial, Multimodal Learning AnalyticsXinyu Li, Lixiang Yan, Linxuan Zhao, Roberto Martínez Maldonado, Dragan Gasevic. 175-185 [doi]
• METS: Multimodal Learning Analytics of Embodied Teamwork LearningLinxuan Zhao, Zachari Swiecki, Dragan Gasevic, Lixiang Yan, Samantha Dix, Hollie Jaggard, Rosie Wotherspoon, Abra Osborne, Xinyu Li, Riordan Alfredo, Roberto Martínez Maldonado. 186-196 [doi]
• Student Profiles of Change in a University Course: A Complex Dynamical Systems PerspectiveOleksandra Poquet, Jelena Jovanovic 0001, Abelardo Pardo. 197-207 [doi]
• Effects of Modalities in Detecting Behavioral Engagement in Collaborative Game-Based LearningFahmid Morshed Fahid, Seung Y. Lee, Bradford W. Mott, Jessica Vandenberg, Halim Acosta, Thomas A. Brush, Krista D. Glazewski, Cindy E. Hmelo-Silver, James C. Lester. 208-218 [doi]
• Insights into undergraduate pathways using course load analyticsConrad Borchers, Zachary A. Pardos. 219-229 [doi]
• Do Associations Between Mind Wandering and Learning from Complex Texts Vary by Assessment Depth and Time?Megan Caruso, Sidney D'Mello. 230-239 [doi]
• The current state of using learning analytics to measure and support K-12 student engagement: A scoping reviewMelissa Bond, Olga Viberg, Nina Bergdahl. 240-249 [doi]
• When the Tutor Becomes the Student: Design and Evaluation of Efficient Scenario-based Lessons for TutorsDanielle Thomas, Xinyu Yang, Shivang Gupta, Adetunji Adeniran, Elizabeth A. McLaughlin, Kenneth R. Koedinger. 250-261 [doi]
• Investigating Student's Problem-solving Approaches in MOOCs using Natural Language ProcessingByeongJo Kong, Erik Hemberg, Ana Bell, Una-May O'Reilly. 262-272 [doi]
• Lost in Translation: Determining the Generalizability of Temporal Models across Course ContextsJoshua Dallas Quick, Benjamin A. Motz, Anastasia S. Morrone. 273-283 [doi]
• Instructor-in-the-Loop Exploratory Analytics to Support Group WorkArmanda Lewis, Xavier Ochoa 0001, Rohini Qamra. 284-292 [doi]
• When to Intervene? Utilizing Two Facets of Temporality in Students' SRL Processes in a Programming CourseSina Nazeri, Marek Hatala, Fatemeh Salehian Kia. 293-302 [doi]
• Towards more replicable content analysis for learning analyticsKirsty Kitto, Catherine A. Manly, Rebecca Ferguson, Oleksandra Poquet. 303-314 [doi]
• Using Transformer Language Models to Validate Peer-Assigned Essay Scores in Massive Open Online Courses (MOOCs)Wesley Morris, Scott Crossley, Langdon Holmes, Anne Trumbore. 315-323 [doi]
• Using Teacher Dashboards to Customize Lesson Plans for a Problem-Based, Middle School STEM CurriculumNicole Hutchins, Gautam Biswas. 324-332 [doi]
• Multimodal Predictive Student Modeling with Multi-Task Transfer LearningAndrew Emerson, Wookhee Min, Jonathan P. Rowe, Roger Azevedo, James C. Lester. 333-344 [doi]
• Trusting the Explainers: Teacher Validation of Explainable Artificial Intelligence for Course DesignVinitra Swamy, Sijia Du, Mirko Marras, Tanja Käser. 345-356 [doi]
• The Doer Effect at Scale: Investigating Correlation and Causation Across Seven CoursesRachel Van Campenhout, Bill Jerome, Jeffrey S. Dittel, Benny G. Johnson. 357-365 [doi]
• Instruction-Embedded Assessment for Reading Ability in Adaptive Mathematics SoftwareHusni Almoubayyed, Stephen E. Fancsali, Steven Ritter. 366-377 [doi]
• Online help-seeking occurring in multiple computer-mediated conversations affects grades in an introductory programming courseElizabeth B. Cloude, Ryan Shaun Baker, Eric Fouh. 378-387 [doi]
• Predicting Co-occurring Emotions in MetaTutor when Combining Eye-Tracking and Interaction Data from Separate User StudiesRohit Murali, Cristina Conati, Roger Azevedo. 388-398 [doi]
• Identification, Exploration, and Remediation: Can Teachers Predict Common Wrong Answers?Ashish Gurung, Sami Baral, Kirk P. Vanacore, Andrew A. McReynolds, Hilary Kreisberg, Anthony F. Botelho, Stacy T. Shaw, Neil T. Heffernan. 399-410 [doi]
• Learning Analytics and Stakeholder Inclusion: What do We Mean When We Say "Human-Centered"?Charles Lang, Laura Davis. 411-417 [doi]
• Towards Automated Analysis of Rhetorical Categories in Students Essay Writings using Bloom's TaxonomySehrish Iqbal, Mladen Rakovic, Guanliang Chen, Tongguang Li, Rafael Ferreira Mello, Yizhou Fan, Giuseppe Fiorentino, Naif Radi Aljohani, Dragan Gasevic. 418-429 [doi]
• Recurrence Quantification Analysis of Eye Gaze Dynamics During Team CollaborationRobert G. Moulder, Brandon M. Booth, Angelina Abitino, Sidney D'Mello. 430-440 [doi]
• Do Not Trust a Model Because It is Confident: Uncovering and Characterizing Unknown Unknowns to Student Success Predictors in Online-Based LearningRoberta Galici, Tanja Käser, Gianni Fenu, Mirko Marras. 441-452 [doi]
• Using a Webcam Based Eye-tracker to Understand Students' Thought Patterns and Reading Behaviors in Neurodivergent ClassroomsAaron Y. Wong, Richard L. Bryck, Ryan S. Baker 0001, Stephen Hutt, Caitlin Mills. 453-463 [doi]
• The Student Zipf Theory: Inferring Latent Structures in Open-Ended Student Work To Help EducatorsYunsung Kim, Chris Piech. 464-475 [doi]
• Identifying Gaze Behavior Evolution via Temporal Fully-Weighted Scanpath GraphsEduardo Davalos, Caleb Vatral, Clayton Cohn, Joyce Horn Fonteles, Gautam Biswas, Naveeduddin Mohammed, Madison Lee, Daniel T. Levin. 476-487 [doi]
• Protected Attributes Tell Us Who, Behavior Tells Us How: A Comparison of Demographic and Behavioral Oversampling for Fair Student Success ModelingJade Maï Cock, Muhammad Bilal, Richard Davis, Mirko Marras, Tanja Käser. 488-498 [doi]
• Moral Machines or Tyranny of the Majority? A Systematic Review on Predictive Bias in EducationLin Li 0039, Lele Sha, Yuheng Li, Mladen Rakovic, Jia Rong, Srecko Joksimovic, Neil Selwyn, Dragan Gasevic, Guanliang Chen. 499-508 [doi]
• Towards explainable prediction of essay cohesion in Portuguese and EnglishHilário Oliveira, Rafael Ferreira Mello, Bruno Alexandre Barreiros Rosa, Mladen Rakovic, Péricles B. C. de Miranda, Thiago Damasceno Cordeiro, Seiji Isotani, Ig Ibert Bittencourt, Dragan Gasevic. 509-519 [doi]
• Can We Empower Attentive E-reading with a Social Robot? An Introductory Study with a Novel Multimodal Dataset and Deep Learning ApproachesYoon Lee, Marcus Specht. 520-530 [doi]
• Automated, content-focused feedback for a writing-to-learn assignment in an undergraduate organic chemistry courseField M. Watts, Amber J. Dood, Ginger V. Shultz. 531-537 [doi]
• Fostering Privacy Literacy among High School Students by Leveraging Social Media Interaction and Learning Traces in the ClassroomAndrea Franco, Adrian Holzer. 538-544 [doi]
• The Role of Gender in Students' Privacy Concerns about Learning Analytics: Evidence from five countriesRené F. Kizilcec, Olga Viberg, Ioana Jivet, Alejandra Martínez-Monés, Alice Oh, Stefan Hrastinski, Chantal Mutimukwe, Maren Scheffel. 545-551 [doi]
• Embracing Trustworthiness and Authenticity in the Validation of Learning Analytics SystemsMax van Haastrecht, Matthieu J. S. Brinkhuis, Jessica Peichl, Bernd Remmele, Marco Spruit. 552-558 [doi]
• Impact of window size on the generalizability of collaboration quality estimation models developed using Multimodal Learning AnalyticsPankaj Chejara, Luis Pablo Prieto, María Jesús Rodríguez-Triana, Adolfo Ruiz-Calleja, Mohammad Khalil. 559-565 [doi]
• Exploring the Feedback Provision of Mentors and Clients for Teams in Work-Integrated Learning EnvironmentsAndrew Zamecnik, Srecko Joksimovic, Vitomir Kovanovic, Georg Grossmann, Djazia Ladjal, Abelardo Pardo. 566-571 [doi]
• What do students want to know while taking massive open online courses?: Examining massive open online course students' needs based on online forum discussions from the Universal Design for Learning approachSonghee Han, Hyangeun Ji, Zilu Jiang, Michael West, Min Liu. 572-578 [doi]
• An Integrated Model of Feedback and Assessment: From fine grained to holistic programmatic reviewShane Dawson, Abelardo Pardo, Fatemeh Salehian Kia, Ernesto Panadero. 579-584 [doi]
• Detecting the Disengaged Reader - Using Scrolling Data to Predict Disengagement during ReadingDaniel Biedermann, Jan Schneider 0001, George-Petru Ciordas-Hertel, Beate Eichmann, Carolin Hahnel, Frank Goldhammer, Hendrik Drachsler. 585-591 [doi]
• Cluster-Based Performance of Student Dropout Prediction as a Solution for Large Scale Models in a Moodle LMSLouis-Vincent Poellhuber, Bruno Poellhuber, Michel C. Desmarais, Christian Léger, Normand Roy, Mathieu Manh-Chien Vu. 592-598 [doi]
• Are We on the Same Page? Modeling Linguistic Synchrony and Math Literacy in Mathematical DiscussionsYukyeong Song, Wanli Xing, Xiaoyi Tian, Chenglu Li. 599-605 [doi]
• Advancing leaner profiles with learning analytics: A scoping review of current trends and challengesAbhinava Barthakur, Shane Dawson, Vitomir Kovanovic. 606-612 [doi]
• Instructional Strategies and Student eTextbook ReadingJae-Eun Russell, Anna Marie Smith, Salim George, Bryce Damman. 613-618 [doi]
• A Dashboard to Provide Instructors with Automated Feedback on Students' Peer Review CommentsAmber J. Dood, Kapotaksha Das, Zhen Qian, Solaire Finkenstaedt-Quinn, Anne Gere, Ginger Shultz. 619-625 [doi]
• Joint Choice Time: A Metric for Better Understanding Collaboration in Interactive Museum ExhibitsMatthew Berland, Vishesh Kumar. 626-629 [doi]
• Informing Expert Feature Engineering through Automated Approaches: Implications for Coding Qualitative Classroom Video DataPaul Hur, Nessrine Machaka, Christina Krist, Nigel Bosch. 630-636 [doi]
• Using submission log data to investigate novice programmers' employment of debugging strategiesQianhui Liu, Luc Paquette. 637-643 [doi]
• Blockly-DS: Blocks Programming for Data Science with Visual, Statistical, Descriptive and Predictive AnalysisLuiz Barboza, Rafael Mello, Micah Gideon Modell, Erico Souza Teixeira. 644-649 [doi]
• Turn-taking analysis of small group collaboration in an engineering discussion classroomRobin Jephthah Rajarathinam, Cynthia M. D'Angelo. 650-656 [doi]
• Predicting Students' Algebra I Performance using Reinforcement Learning with Multi-Group FairnessFan Zhang, Wanli Xing, Chenglu Li. 657-662 [doi]
• How Students' Emotion and Motivation Changes After Viewing Dashboards with Varied Social Comparison Group: A Qualitative StudyKimia Aghaei, Marek Hatala, Alireza Mogharrab. 663-669 [doi]
• Leveraging LMS Logs to Analyze Self-Regulated Learning Behaviors in a Maker-based CourseJeremy T. D. Ng, Yiming Liu, Didier S. Y. Chui, Jack C. H. Man, Xiao Hu. 670-676 [doi]