Table of Contents

• Equity-Forward Learning Analytics: Designing a Dashboard to Support Marginalized Student SuccessJay Sloan-Lynch, Robert Morse. 1-11 [doi]
• Automating Human Tutor-Style Programming Feedback: Leveraging GPT-4 Tutor Model for Hint Generation and GPT-3.5 Student Model for Hint ValidationTung Phung, Victor-Alexandru Padurean, Anjali Singh, Christopher Brooks 0001, José Cambronero, Sumit Gulwani, Adish Singla, Gustavo Soares. 12-23 [doi]
• SLADE: A Method for Designing Human-Centred Learning Analytics SystemsRiordan Alfredo, Vanessa Echeverría, Yueqiao Jin, Zachari Swiecki, Dragan Gasevic, Roberto Martínez Maldonado. 24-34 [doi]
• Novice programmers inaccurately monitor the quality of their work and their peers' work in an introductory computer science courseElizabeth B. Cloude, Pranshu Kumar, Ryan Shaun Baker, Eric Fouh. 35-45 [doi]
• Improving Model Fairness with Time-Augmented Bayesian Knowledge TracingJake Barrett, Alasdair Day, Kobi Gal. 46-54 [doi]
• Feedback on Feedback: Comparing Classic Natural Language Processing and Generative AI to Evaluate Peer FeedbackStephen Hutt, Allison DePiro, Joann Wang, Sam Rhodes, Ryan Shaun Baker, Grayson Hieb, Sheela Sethuraman, Jaclyn Ocumpaugh, Caitlin Mills 0001. 55-65 [doi]
• Long-Term Prediction from Topic-Level Knowledge and Engagement in Mathematics LearningAndres Felipe Zambrano, Ryan Shaun Baker. 66-77 [doi]
• Towards Comprehensive Monitoring of Graduate Attribute Development: A Learning Analytics Approach in Higher EducationAbhinava Barthakur, Jelena Jovanovic 0001, Andrew Zamecnik, Vitomir Kovanovic, Gongjun Xu, Shane Dawson. 78-89 [doi]
• Epistemic Network Analysis for End-users: Closing the Loop in the Context of Multimodal Analytics for Collaborative Team LearningLinxuan Zhao, Vanessa Echeverría, Zachari Swiecki, Lixiang Yan, Riordan Alfredo, Xinyu Li, Dragan Gasevic, Roberto Martínez Maldonado. 90-100 [doi]
• Generative Artificial Intelligence in Learning Analytics: Contextualising Opportunities and Challenges through the Learning Analytics CycleLixiang Yan, Roberto Martínez Maldonado, Dragan Gasevic. 101-111 [doi]
• TeamSlides: a Multimodal Teamwork Analytics Dashboard for Teacher-guided Reflection in a Physical Learning SpaceVanessa Echeverría, Lixiang Yan, Linxuan Zhao, Sophie Abel, Riordan Alfredo, Samantha Dix, Hollie Jaggard, Rosie Wotherspoon, Abra Osborne, Simon Buckingham Shum, Dragan Gasevic, Roberto Martínez Maldonado. 112-122 [doi]
• Adaptation of the Multi-Concept Multivariate Elo Rating System to Medical Students' Training DataErva Nihan Kandemir, Jill-Jênn Vie, Adam Sanchez-Ayte, Olivier Palombi, Franck Ramus. 123-133 [doi]
• Millions of Views, But Does It Promote Learning? Analyzing Popular SciComm Production Styles Regarding Learning Success, User Behavior and PerceptionHendrik Steinbeck, Mohamed Elhayany, Christoph Meinel. 134-144 [doi]
• Mirror mirror on the wall, what is missing in my pedagogical goals? The Impact of an AI-Driven Feedback System on the Quality of Teacher-Created Learning DesignsGerti Pishtari. 145-156 [doi]
• Neural Epistemic Network Analysis: Combining Graph Neural Networks and Epistemic Network Analysis to Model Collaborative ProcessesZheng Fang, Weiqing Wang, Guanliang Chen, Zachari Swiecki. 157-166 [doi]
• Data Storytelling in Learning Analytics? A Qualitative Investigation into Educators' Perceptions of Benefits and RisksMikaela Elizabeth Milesi, Roberto Martínez Maldonado. 167-177 [doi]
• Evidence-centered Assessment for Writing with Generative AIYixin Cheng, Kayley M. Lyons, Guanliang Chen, Dragan Gasevic, Zachari Swiecki. 178-188 [doi]
• The Relation Among Gender, Language, and Posting Type in Online Chemistry Course Discussion ForumsGenevieve M. Henricks, Michelle Perry, Suma Bhat. 189-199 [doi]
• Synthetic Dataset Generation for Fairer Unfairness ResearchLan Jiang, Clara Belitz, Nigel Bosch. 200-209 [doi]
• Hierarchical Dependencies in Classroom Settings Influence Algorithmic Bias MetricsClara Belitz, HaeJin Lee, Nidhi Nasiar, Stephen E. Fancsali, Steve Ritter, Husni Almoubayyed, Ryan S. Baker 0001, Jaclyn Ocumpaugh, Nigel Bosch. 210-218 [doi]
• The relationships among school engagement, students' emotions, and academic performance in an elementary online learningJae H. Paik, Igor Himelfarb, Seung Hee Yoo, KyoungMi Yoo, Hoyong Ha. 219-230 [doi]
• The Unspoken Aspect of Socially Shared Regulation in Collaborative Learning: AI-Driven Learning Analytics Unveiling 'Silent Pauses'Belle Dang, Andy Nguyen, Sanna Järvelä. 231-240 [doi]
• Exploring Confusion and Frustration as Non-linear Dynamical SystemsElizabeth B. Cloude, Anabil Munshi, J. M. Alexandra Andres, Jaclyn Ocumpaugh, Ryan S. Baker 0001, Gautam Biswas. 241-252 [doi]
• Does Difficulty even Matter? Investigating Difficulty Adjustment and Practice Behavior in an Open-Ended Learning TaskAnan Schütt, Tobias Huber, Jauwairia Nasir, Cristina Conati, Elisabeth André. 253-262 [doi]
• The Sequence Matters in Learning - A Systematic Literature ReviewManuel Valle Torre, Catharine Oertel, Marcus Specht. 263-272 [doi]
• Learner Modeling and Recommendation of Learning Resources using Personal Knowledge GraphsQurat-ul Ain, Mohamed Amine Chatti, Paul Arthur Meteng Kamdem, Rawaa Alatrash, Shoeb Ahmed Joarder, Clara Siepmann. 273-283 [doi]
• Large language model augmented exercise retrieval for personalized language learningAustin Xu, Will Monroe, Klinton Bicknell. 284-294 [doi]
• Have Learning Analytics Dashboards Lived Up to the Hype? A Systematic Review of Impact on Students' Achievement, Motivation, Participation and AttitudeRogers Kaliisa, Kamila Misiejuk, Sonsoles López-Pernas, Mohammad Khalil, Mohammed Saqr. 295-304 [doi]
• Understanding engagement through game learning analytics and design elements: Insights from a word game case studyKaterina Mangaroska, Kristine Larssen, Andreas Amundsen, Boban Vesin, Michail N. Giannakos. 305-315 [doi]
• How do visualizations and automated personalized feedback engage professional learners in a Learning Analytics Dashboard?Sarah Alcock, Bart Rienties, Maria Aristeidou, Soraya Kouadri Mostéfaoui. 316-325 [doi]
• Analytics of scaffold compliance for self-regulated learningJohn Saint, Yizhou Fan, Dragan Gasevic. 326-337 [doi]
• Student Effort and Progress Learning Analytics Data Inform Teachers' SEL Discussions in Math ClassNatalie Brezack, Wynnie Chan, Mingyu Feng. 338-348 [doi]
• Investigating Algorithmic Bias on Bayesian Knowledge Tracing and Carelessness DetectorsAndres Felipe Zambrano, Jiayi Zhang, Ryan S. Baker 0001. 349-359 [doi]
• Which Planning Tactics Predict Online Course Completion?Ji Yong Cho, Yan Tao, Michael Yeomans, Dustin Tingley, René F. Kizilcec. 360-370 [doi]
• Revealing Networks: Understanding Effective Teacher Practices in AI-Supported Classrooms using Transmodal Ordered Network AnalysisConrad Borchers, Yeyu Wang, Shamya Karumbaiah, Muhammad Ashiq, David Williamson Shaffer, Vincent Aleven. 371-381 [doi]
• Shaping and evaluating a system for affective computing in online higher education using a participatory design and the system usability scaleKrist Shingjergji, Corrie C. Urlings, Deniz Iren, Roland Klemke. 382-391 [doi]
• Harnessing Transparent Learning Analytics for Individualized Support through Auto-detection of Engagement in Face-to-Face Collaborative LearningQi Zhou, Wannapon Suraworachet, Mutlu Cukurova. 392-403 [doi]
• Improving Student Learning with Hybrid Human-AI Tutoring: A Three-Study Quasi-Experimental InvestigationDanielle R. Thomas, Jionghao Lin, Erin Gatz, Ashish Gurung, Shivang Gupta, Kole Norberg, Stephen E. Fancsali, Vincent Aleven, Lee G. Branstetter, Emma Brunskill, Kenneth R. Koedinger. 404-415 [doi]
• Can Crowdsourcing Platforms Be Useful for Educational Research?Karen D. Wang, Zhongzhou Chen, Carl E. Wieman. 416-425 [doi]
• Finding Paths for Explainable MOOC Recommendation: A Learner PerspectiveJibril Frej, Neel Shah, Marta Knezevic, Tanya Nazaretsky, Tanja Käser. 426-437 [doi]
• Analytics of Planning Behaviours in Self-Regulated Learning: Links with Strategy Use and Prior KnowledgeTongguang Li, Dragan Gasevic. 438-449 [doi]
• Gaining Insights into Course Difficulty Variations Using Item Response TheoryFrederik Baucks, Robin Schmucker, Laurenz Wiskott. 450-461 [doi]
• The Effect of Assistance on Gamers: Assessing The Impact of On-Demand Hints & Feedback Availability on Learning for Students Who Game the SystemKirk Vanacore, Ashish Gurung, Adam Sales, Neil T. Heffernan. 462-472 [doi]
• Predicting challenge moments from students' discourse: A comparison of large language models to other natural language processing approachesWannapon Suraworachet, Mutlu Cukurova. 473-485 [doi]
• Temporal and Between-Group Variability in College Dropout PredictionDominik Glandorf, Hye Rin Lee, Gabe Avakian Orona, Marina Pumptow, Renzhe Yu, Christian Fischer 0007. 486-497 [doi]
• Discovering Players' Problem-Solving Behavioral Characteristics in a Puzzle Game through Sequence MiningKaren D. Wang, Haoyu Liu, David DeLiema, Nick Haber, Shima Salehi. 498-506 [doi]
• Multiple Choice vs. Fill-In Problems: The Trade-off Between Scalability and LearningAshish Gurung, Kirk Vanacore, Andrew A. McReynolds, Korinn S. Ostrow, Eamon Worden, Adam C. Sales, Neil T. Heffernan. 507-517 [doi]
• Prompt-based and Fine-tuned GPT Models for Context-Dependent and -Independent Deductive Coding in Social AnnotationChenyu Hou, Gaoxia Zhu, Juan Zheng, Lishan Zhang, Xiaoshan Huang, Tianlong Zhong, Shan Li, Hanxiang Du, Chin Lee Ker. 518-528 [doi]
• Using Think-Aloud Data to Understand Relations between Self-Regulation Cycle Characteristics and Student Performance in Intelligent Tutoring SystemsConrad Borchers, Jiayi Zhang 0004, Ryan S. Baker 0001, Vincent Aleven. 529-539 [doi]
• Analyzing Students Collaborative Problem-Solving Behaviors in Synergistic STEM+C LearningCaitlin Snyder, Nicole M. Hutchins, Clayton Cohn, Joyce Horn Fonteles, Gautam Biswas. 540-550 [doi]
• Quantifying Collaborative Complex Problem Solving in Classrooms using Learning AnalyticsMegan Taylor, Abhinava Barthakur, Arslan Azad, Srecko Joksimovic, XuWei Zhang, George Siemens. 551-562 [doi]
• Measurement of Self-regulated Learning: Strategies for mapping trace data to learning processes and downstream analysis implications: 0000-0001-7672-4636Ikenna Osakwe. 563-575 [doi]
• Computational Modeling of Collaborative Discourse to Enable Feedback and Reflection in Middle School ClassroomsChelsea Chandler, Thomas Breideband, Jason G. Reitman, Marissa Chitwood, Jeffrey B. Bush, Amanda Howard, Sarah Leonhart, Peter W. Foltz, William R. Penuel, Sidney K. D'Mello. 576-586 [doi]
• Heterogenous Network Analytics of Small Group Teamwork: Using Multimodal Data to Uncover Individual Behavioral Engagement StrategiesShihui Feng, Lixiang Yan, Linxuan Zhao, Roberto Martínez Maldonado, Dragan Gasevic. 587-597 [doi]
• Comparing Authoring Experiences with Spreadsheet Interfaces vs GUIsShreya K. Sheel, Ioannis Anastasopoulos, Zachary A. Pardos. 598-607 [doi]
• Unveiling Goods and Bads: A Critical Analysis of Machine Learning Predictions of Standardized Test Performance in Early Childhood EducationLin Li 0039, Namrata Srivastava, Jia Rong, Gina Pianta, Raju Varanasi, Dragan Gasevic, Guanliang Chen. 608-619 [doi]
• Scaling While Privacy Preserving: A Comprehensive Synthetic Tabular Data Generation and Evaluation in Learning AnalyticsQinyi Liu, Mohammad Khalil, Jelena Jovanovic 0001, Ronas Shakya. 620-631 [doi]
• Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring PlatformDorottya Demszky, Rose Wang, Sean Geraghty, Carol Yu. 632-644 [doi]
• CTAM4SRL: A Consolidated Temporal Analytic Method for Analysis of Self-Regulated LearningDebarshi Nath, Dragan Gasevic, Yizhou Fan, Ramkumar Rajendran. 645-655 [doi]
• Towards Improving Rhetorical Categories Classification and Unveiling Sequential Patterns in Students' WritingSehrish Iqbal, Mladen Rakovic, Guanliang Chen, Tongguang Li, Jasmine Bajaj, Rafael Ferreira Mello, Yizhou Fan, Naif Radi Aljohani, Dragan Gasevic. 656-666 [doi]
• Effecti-Net: A Multimodal Framework and Database for Educational Content Effectiveness AnalysisDeep Dwivedi, Ritik Garg, Shiva Baghel, Rushil Thareja, Ritvik Kulshrestha, Mukesh K. Mohania, Jainendra Shukla. 667-677 [doi]
• Data Storytelling Editor: A Teacher-Centred Tool for Customising Learning Analytics Dashboard NarrativesGloria Milena Fernandez-Nieto, Roberto Martínez Maldonado, Vanessa Echeverría, Kirsty Kitto, Dragan Gasevic, Simon Buckingham Shum. 678-689 [doi]
• Feedback, Control, or Explanations? Supporting Teachers With Steerable Distractor-Generating AIMaxwell Szymanski, Jeroen Ooge, Robin De Croon, Vero Vanden Abeele, Katrien Verbert. 690-700 [doi]
• Measuring Affective and Motivational States as Conditions for Cognitive and Metacognitive Processing in Self-Regulated LearningMladen Rakovic, Yuheng Li, Navid Mohammadi Foumani, Mahsa Salehi, Levin Kuhlmann, Geoffrey Mackellar, Roberto Martínez Maldonado, Gholamreza Haffari, Zachari Swiecki, Xinyu Li, Guanliang Chen, Dragan Gasevic. 701-712 [doi]
• Contexts Matter but How? Course-Level Correlates of Performance and Fairness Shift in Predictive Model TransferZhen Xu, Joseph Olson, Nicole Pochinki, Zhijian Zheng, Renzhe Yu. 713-724 [doi]
• Human-tutor Coaching Technology (HTCT): Automated Discourse Analytics in a Coached Tutoring ModelBrandon M. Booth, Jennifer Jacobs 0002, Jeffrey B. Bush, Brent Milne, Tom Fischaber, Sidney K. D'Mello. 725-735 [doi]
• Demonstrating the impact of study regularity on academic success using learning analyticsMarie-Luce Bourguet. 736-741 [doi]
• Bridging Learnersourcing and AI: Exploring the Dynamics of Student-AI Collaborative Feedback GenerationAnjali Singh, Christopher Brooks 0001, Xu Wang, Warren Li, Juho Kim, Deepti Wilson. 742-748 [doi]
• Using Multimodal Learning Analytics to Examine Learners' Responses to Different Types of Background Music during Reading ComprehensionYing Que, Tzi-Dong Jeremy Ng, Xiao Hu, Mitchell Kam Fai Mak, Peony Tsz Yan Yip. 749-756 [doi]
• Architectural Adaptation and Regularization of Attention Networks for Incremental Knowledge TracingCheryl Sze Yin Wong, Savitha Ramasamy. 757-762 [doi]
• Automated Feedback for Student Math Responses Based on Multi-Modality and Fine-TuningHai Li, Chenglu Li, Wanli Xing, Sami Baral, Neil Heffernan. 763-770 [doi]
• A Fair Clustering Approach to Self-Regulated Learning Behaviors in a Virtual Learning EnvironmentYukyeong Song, Chenglu Li, Wanli Xing, Shan Li, Hakeoung Hannah Lee. 771-778 [doi]
• Understanding Knowledge Convergence in a Cross-cultural Online Context: An Individual and Collective ApproachMengtong Xiang, Jingjing Zhang, Yue Li. 779-784 [doi]
• Field report for Platform mBox: Designing an Open MMLA PlatformZaibei Li, Martin Thoft Jensen, Alexander Nolte, Daniel Spikol. 785-791 [doi]
• What Fairness Metrics Can Really Tell You: A Case Study in the Educational DomainLea Cohausz, Jakob Kappenberger, Heiner Stuckenschmidt. 792-799 [doi]
• Bringing Collaborative Analytics using Multimodal Data to Masses: Evaluation and Design Guidelines for Developing a MMLA System for Research and Teaching Practices in CSCLPankaj Chejara. 800-806 [doi]
• The Role of Gender in Citation Practices of Learning Analytics ResearchOleksandra Poquet, Srecko Joksimovic, Pernille Brams. 807-813 [doi]
• Automated Discourse Analysis via Generative Artificial IntelligenceRyan Garg, Jaeyoung Han, Yixin Cheng, Zheng Fang, Zachari Swiecki. 814-820 [doi]
• Kattis vs ChatGPT: Assessment and Evaluation of Programming Tasks in the Age of Artificial IntelligenceNora Dunder, Saga Lundborg, Jacqueline Wong, Olga Viberg. 821-827 [doi]
• Code Soliloquies for Accurate Calculations in Large Language ModelsShashank Sonkar, Xinghe Chen, Myco Le, Naiming Liu, Debshila Basu Mallick, Richard G. Baraniuk. 828-835 [doi]
• Analyzing Student Attention and Acceptance of Conversational AI for Math Learning: Insights from a Randomized Controlled TrialChenglu Li, Wangda Zhu, Wanli Xing, Rui Guo. 836-842 [doi]
• Estimating the Causal Treatment Effect of Unproductive PersistenceAmelia Leon, Allen Nie, Yash Chandak, Emma Brunskill. 843-849 [doi]
• An Investigation of Automatically Generated Feedback on Student Behavior and LearningRachel Van Campenhout, Murray Kimball, Michelle W. Clark, Jeffrey S. Dittel, Bill Jerome, Benny G. Johnson. 850-856 [doi]
• Extracting Course Similarity Signal using Subword EmbeddingsYinuo Xu, Zachary A. Pardos. 857-863 [doi]
• Expert Features for a Student Support Recommendation Contextual Bandit AlgorithmMorgan Lee, Abubakir Siedahmed, Neil T. Heffernan. 864-870 [doi]
• Probing Actionability in Learning Analytics: The Role of Routines, Timing, and PathwaysYeonji Jung, Alyssa Friend Wise. 871-877 [doi]
• To what extent do responses to a single survey question provide insights into students' sense of belonging?Sriram Ramanathan, Simon Buckingham Shum, Lisa-Angelique Lim. 878-884 [doi]
• Minds and Machines Unite: Deciphering Social and Cognitive Dynamics in Collaborative Problem Solving with AIMohammad Amin Samadi, Spencer Jaquay, Yiwen Lin, Elham Tajik, Seehee Park, Nia Nixon. 885-891 [doi]
• Exploring Student Expectations and Confidence in Learning AnalyticsHayk Asatryan, Basile Tousside, Janis Mohr, Malte Neugebauer, Hildo Bijl, Paul Spiegelberg, Claudia Frohn-Schauf, Jörg Frochte. 892-898 [doi]
• Gamification and Deadending: Unpacking Performance Impacts in Algebraic LearningSiddhartha Pradhan, Ashish Gurung, Erin Ottmar. 899-906 [doi]
• Navigating (Dis)agreement: AI Assistance to Uncover Peer Feedback DiscrepanciesM. Parvez Rashid, Edward F. Gehringer, Hassan Khosravi. 907-914 [doi]
• Needs Analysis of Learning Analytics Dashboard for College Teacher Online Professional Learning in an International Training Initiative for the Global SouthChao Wang, Xiao Hu 0001, Nora Patricia Hernández López, Jeremy Tzi-dong Ng. 915-921 [doi]
• Unveiling Synchrony of Learners' Multimodal Data in Collaborative Maker ActivitiesZuo Wang, Jeremy Tzi-dong Ng, Ying Que, Xiao Hu 0001. 922-928 [doi]
• Places to intervene in complex learning systemsKirsty Kitto, Andrew Gibson. 929-935 [doi]
• A Case Study on University Student Online Learning Patterns Across Multidisciplinary SubjectsYige Song, Eduardo Oliveira 0001, Michael Kirley, Pauline Thompson. 936-942 [doi]