Table of Contents

• Designing Visual Explanations and Learner Controls to Engage Adolescents in AI-Supported Exercise SelectionJeroen Ooge, Arno Vanneste, Maxwell Szymanski, Katrien Verbert. 1-12 [doi]
• Platform-based Adaptive Experimental Research in Education: Lessons Learned from The Digital Learning ChallengeIlya Musabirov, Mohi Reza, Haochen Song, Steven Moore, Pan Chen, Harsh Kumar, Tong Li, John C. Stamper, Norman L. Bier, Anna N. Rafferty, Thomas W. Price, Nina Deliu, Audrey Durand, Michael Liut, Joseph Jay Williams. 13-23 [doi]
• One Size Does Not Fit All: Considerations when using Webcam-Based Eye Tracking to Models of Neurodivergent Learners' Attention and ComprehensionGrace D. Jaiyeola, Aaron Y. Wong, Richard L. Bryck, Caitlin Mills 0001, Stephen Hutt. 24-35 [doi]
• Diversity Considerations in Team Formation Design, Algorithm, and MeasurementBowen Hui, Opey Adeyemi, Kiet Phan, Justin Schoenit, Seth Akins, Keyvan Khademi. 36-46 [doi]
• Scaling Up Collaborative Dialogue Analysis: An AI-driven Approach to Understanding Dialogue Patterns in Computational Thinking EducationStella Xin Yin, Zhengyuan Liu, Dion Hoe-Lian Goh, Choon Lang Quek, Nancy F. Chen. 47-57 [doi]
• TeamTeachingViz: Benefits, Challenges, and Ethical Considerations of Using a Multimodal Analytics Dashboard to Support Team Teaching ReflectionRiordan Alfredo, Paola Mejia-Domenzain, Vanessa Echeverría, Dwi Rahayu, Linxuan Zhao, Haya Alajlan, Zachari Swiecki, Tanja Käser, Dragan Gasevic, Roberto Martínez Maldonado. 58-69 [doi]
• From Complexity to Parsimony: Integrating Latent Class Analysis to Uncover Multimodal Learning Patterns in Collaborative LearningLixiang Yan, Dragan Gasevic, Vanessa Echeverría, Yueqiao Jin, Linxuan Zhao, Roberto Martínez Maldonado. 70-81 [doi]
• Feedback on Feedback: Student's Perceptions for Feedback from Teachers and Few-Shot LLMsSylvio Rüdian, Julia Podelo, Jakub Kuzilek, Niels Pinkwart. 82-92 [doi]
• Automatic Short Answer Grading in the LLM Era: Does GPT-4 with Prompt Engineering beat Traditional Models?Rafael Ferreira Mello, Cleon Pereira Junior, Luiz A. L. Rodrigues, Filipe Dwan Pereira, Luciano de Souza Cabral, Newarney Costa, Geber L. Ramalho, Dragan Gasevic. 93-103 [doi]
• Towards Fair Assessments: A Machine Learning-based Approach for Detecting Cheating in Online AssessmentsManika Garg, Anita Goel. 104-114 [doi]
• Got It! Prompting Readability Using ChatGPT to Enhance Academic Texts for Diverse Learning NeedsElias Hedlin, Ludwig Estling, Jacqueline Wong, Carrie Demmans Epp, Olga Viberg. 115-125 [doi]
• Evaluating the Impact of Data Augmentation on Predictive Model PerformanceValdemar Svábenský, Conrad Borchers, Elizabeth B. Cloude, Atsushi Shimada. 126-136 [doi]
• Towards Better Course Recommendations: Integrating Multi-Perspective Meta-Paths and Knowledge GraphsTianyuan Yang, Baofeng Ren, Chenghao Gu, Boxuan Ma, Tianjia He, Shin'ichi Konomi. 137-147 [doi]
• A Novel Approach to Scalable and Automatic Topic-Controlled Question Generation in EducationZiqing Li, Mutlu Cukurova, Sahan Bulathwela. 148-158 [doi]
• Comparing Student Preferences for AI-Generated and Peer-Generated Feedback in AI-driven Formative Peer AssessmentInsub Shin, Su Bhin Hwang, Yun Joo Yoo, Sooan Bae, Rae Yeong Kim. 159-169 [doi]
• The lack of generalisability in learning analytics research: why, how does it matter, and where to?Mohammad Khalil, Paul Prinsloo. 170-180 [doi]
• Advancing privacy in learning analytics using differential privacyQinyi Liu, Ronas Shakya, Mohammad Khalil, Jelena Jovanovic 0001. 181-191 [doi]
• Refocusing the lens through which we view affect dynamics: The Skills, Difficulty, Value, Efficacy and Time ModelJaclyn Ocumpaugh, Nidhi Nasiar, Andres Felipe Zambrano, Alex Goslen, Jessica Vandenberg, Jordan Esiason, Jonathan P. Rowe, Stephen Hutt. 192-203 [doi]
• Language Models and Dialect DifferencesJaclyn Ocumpaugh, Xiner Liu, Andres Felipe Zambrano. 204-215 [doi]
• The Company You Keep: Refining Neural Epistemic Network AnalysisZheng Fang, Weiqing Wang 0001, Guanliang Chen, Zachari Swiecki. 216-226 [doi]
• Examining the Relationship between Math Anxiety, Effort, and Learning Outcomes Using Latent Class AnalysisMelissa Lee, ChunWei Huang, Kelly Collins, Mingyu Feng. 227-237 [doi]
• Test Case-Informed Knowledge Tracing for Open-ended Coding TasksZhangqi Duan, Nigel Fernandez, Alexander Hicks, Andrew Lan. 238-248 [doi]
• Exploring Knowledge Tracing in Tutor-Student Dialogues using LLMsAlexander Scarlatos, Ryan Shaun Baker, Andrew Lan. 249-259 [doi]
• Self-regulated Learning Processes in Secondary Education: A Network Analysis of Trace-based MeasuresYixin Cheng, Rui Guan, Tongguang Li, Mladen Rakovic, Xinyu Li 0004, Yizhou Fan, Flora Ji-Yoon Jin, Yi-Shan Tsai, Dragan Gasevic, Zachari Swiecki. 260-271 [doi]
• Enhancing Motivation and Learning in Primary School History Classrooms: The Impact of Virtual RealityLina Zhong, Weijie Lang, Jia Rong, Guanliang Chen, Miao Fan. 272-282 [doi]
• Analytics of Temporal Patterns of Self-regulated Learners: A Time Series ApproachSaleh Ramadhan Alghamdi, Mladen Rakovic, Kaixun Yang, Yizhou Fan, Dragan Gasevic, Guanliang Chen. 283-292 [doi]
• Human-AI Collaborative Essay Scoring: A Dual-Process Framework with LLMsChangrong Xiao, Wenxing Ma, Qingping Song, Sean Xin Xu, Kunpeng Zhang, Yufang Wang, Qi Fu. 293-305 [doi]
• Prescriptive analytics motivating distance learning students to take remedial action: A case study of a student-facing dashboardChristothea Herodotou, Jessica Carr, Sagun Shrestha, Catherine Comfort, Vaclav Bayer, Claire Maguire, John Lee, Paul Mulholland, Miriam Fernández. 306-316 [doi]
• Exploring students' epistemic orientation, learning trajectories, and outcomesPakon Ko, Cong Liu, Nancy Law, Yuanru Tan, David Williamson Shaffer. 317-327 [doi]
• Scaling goal-setting interventions in higher education using a conversational agent: Examining the effectiveness of guidance and adaptive feedbackGabrielle Martins Van Jaarsveld, Jacqueline Wong, Martine Baars, Marcus Specht, Fred Paas. 328-338 [doi]
• Investigating Validity and Generalisability in Trace-Based Measurement of Self-Regulated Learning: A Multidisciplinary StudyYige Song, Eduardo Oliveira 0001, Paula G. de Barba, Michael Kirley, Pauline Thompson. 339-350 [doi]
• Transition Network Analysis: A Novel Framework for Modeling, Visualizing, and Identifying the Temporal Patterns of Learners and Learning ProcessesMohammed Saqr, Sonsoles López-Pernas, Tiina Törmänen, Rogers Kaliisa, Kamila Misiejuk, Santtu Tikka. 351-361 [doi]
• Will they or won't they make it in time? The role of contextual and behavioral predictors in reaching deadlines of mandatory assignmentsChristof Imhof, Martin Hlosta, Per Bergamin. 362-372 [doi]
• Combining Large Language Models with Tutoring System Intelligence: A Case Study in Caregiver Homework SupportDevika Venugopalan, Ziwen Yan, Conrad Borchers, Jionghao Lin, Vincent Aleven. 373-383 [doi]
• Evaluating Learning Outcomes Through Curriculum Analytics: Actionable Insights for Curriculum Decision-making: A Design-based research approach to assess learning outcomes in higher educationMónica Hernández-Campos, Isabel Hilliger, Francisco José García Peñalvo. 384-394 [doi]
• Talking in Sync: How Linguistic Synchrony Shapes Teacher-Student Conversation in English as a Second Language Tutoring EnvironmentAnna Pauline Aguinalde, Jinnie Shin. 395-406 [doi]
• Decoding Learning Design Decisions: A Cluster Analysis of 12, 749 Teaching and Learning ActivitiesJosmario Albuquerque, Bart Rienties, Blazenka Divjak. 407-417 [doi]
• XAI Reveals the Causes of Attention Deficit Hyperactivity Disorder (ADHD) Bias in Student Performance PredictionHaeJin Lee, Clara Belitz, Nidhi Nasiar, Nigel Bosch. 418-428 [doi]
• Collaborative Game-based Learning Analytics: Predicting Learning Outcomes from Game-based Collaborative Problem Solving BehaviorsHalim Acosta, Daeun Hong, Seung Y. Lee, Wookhee Min, Bradford W. Mott, Cindy E. Hmelo-Silver, James C. Lester. 429-438 [doi]
• Creating Artificial Students that Never Existed: Leveraging Large Language Models and CTGANs for Synthetic Data GenerationMohammad Khalil, Farhad Vadiee, Ronas Shakya, Qinyi Liu. 439-450 [doi]
• Unlocking Insights: Investigating Student AI Tutor Interactions in a Large Introductory STEM CourseJae-Eun Russell, Anna Marie Smith, Salim George, Jonah Pratt, Brian Fodale, Cassandra Monk, Adam Brummett. 451-461 [doi]
• Can AI grade your essays? A comparative analysis of large language models and teacher ratings in multidimensional essay scoringKathrin Seßler, Maurice Fürstenberg, Babette Bühler, Enkelejda Kasneci. 462-472 [doi]
• A Cross-Cultural Confusion Model for Detecting and Evaluating Students' Confusion In a Large ClassroomYu Fang, Shihong Huang, Amy Ogan. 473-483 [doi]
• Generating Effective Distractors for Introductory Programming Challenges: LLMs vs HumansMohammad Hassany, Peter Brusilovsky, Jaromír Savelka, Arun Balajiee Lekshmi Narayanan, Kamil Akhuseyinoglu, Arav Agarwal, Rully Agus Hendrawan. 484-493 [doi]
• Does Multiple Choice Have a Future in the Age of Generative AI? A Posttest-only RCTDanielle R. Thomas, Conrad Borchers, Sanjit Kakarla, Jionghao Lin, Shambhavi Bhushan, Boyuan Guo, Erin Gatz, Kenneth R. Koedinger. 494-504 [doi]
• Do Tutors Learn from Equity Training and Can Generative AI Assess It?Danielle R. Thomas, Conrad Borchers, Sanjit Kakarla, Jionghao Lin, Shambhavi Bhushan, Boyuan Guo, Erin Gatz, Kenneth R. Koedinger. 505-515 [doi]
• The Effect of Sequential Transition of Self-Regulated Learning Processes on Performance: Insights from Ordered Network AnalysisLinxuan Zhao, Mladen Rakovic, Elizabeth B. Cloude, Xinyu Li 0004, Dragan Gasevic, Lisa Bardach. 516-526 [doi]
• Algorithm Appreciation in Education: Educators Prefer Complex over Simple AlgorithmsKimberly Williamson, René F. Kizilcec, Sean Fath, Neil T. Heffernan. 527-536 [doi]
• Qualitative Parameter Triangulation: A Conceptual and Methodological Framework for Event-Based Temporal ModelsYeyu Wang, Zack Carpenter, Zachari Swiecki, David Williamson Shaffer. 537-546 [doi]
• Bias or Insufficient Sample Size? Improving Reliable Estimation of Algorithmic Bias for Minority GroupsJaeyoon Choi, Shamya Karumbaiah, Jeffrey Matayoshi. 547-557 [doi]
• From Data to Design: Integrating Learning Analytics into Educational Design for Effective Decision-Making: From Data to DesignAlrike Claassen, Negin Mirriahi, Vitomir Kovanovic, Shane Dawson. 558-567 [doi]
• Modifying AI, Enhancing Essays: How Active Engagement with Generative AI Boosts Writing QualityKaixun Yang, Mladen Rakovic, Zhiping Liang, Lixiang Yan, Zijie Zeng, Yizhou Fan, Dragan Gasevic, Guanliang Chen. 568-578 [doi]
• Chatting with a Learning Analytics Dashboard: The Role of Generative AI Literacy on Learner Interaction with Conventional and Scaffolding ChatbotsYueqiao Jin, Kaixun Yang, Lixiang Yan, Vanessa Echeverría, Linxuan Zhao, Riordan Alfredo, Mikaela Elizabeth Milesi, Jie Xiang Fan, Xinyu Li 0004, Dragan Gasevic, Roberto Martínez Maldonado. 579-590 [doi]
• Can Synthetic Data be Fair and Private? A Comparative Study of Synthetic Data Generation and Fairness AlgorithmsQinyi Liu, Oscar Blessed Deho, Farhad Vadiee, Mohammad Khalil, Srecko Joksimovic, George Siemens. 591-600 [doi]
• Beyond Final Products: Multi-Dimensional Essay Scoring Using Keystroke Logs and Deep LearningXinyun He, Qi Shu, Mo Zhang, Wei Huang, Han Zhao, Mengxiao Zhu. 601-610 [doi]
• Evolving the 4C/ID model through learning analytics approaches: Teaching and learning system design framework for supporting learners' complex problem-solvingSoyeon Mun, Il-Hyun Jo. 611-619 [doi]
• Atomic Learning Objectives and LLMs Labeling: A High-Resolution Approach for Physics EducationNaiming Liu, Shashank Sonkar, Debshila Basu Mallick, Richard G. Baraniuk, Zhongzhou Chen. 620-630 [doi]
• Predicting Long-Term Student Outcomes from Short-Term EdTech Log DataGe Gao, Amelia Leon, Andrea Jetten, Jasmine Turner, Husni Almoubayyed, Stephen Fancsali, Emma Brunskill. 631-641 [doi]
• ARCHIE: Exploring Language Learner Behaviors in LLM Chatbot-Supported Active Reading Log Data with Epistemic Network AnalysisSteve Woollaston, Brendan Flanagan, Patrick Ocheja, Yuko Toyokawa, Hiroaki Ogata. 642-654 [doi]
• "Can A Language Model Represent Math Strategies?": Learning Math Strategies from Big Data using BERTAbisha Thapa Magar, Anup Shakya, Stephen E. Fancsali, Vasile Rus, April Murphy, Steve Ritter 0001, Deepak Venugopal. 655-666 [doi]
• Turning Real-Time Analytics into Adaptive Scaffolds for Self-Regulated Learning Using Generative Artificial IntelligenceTongguang Li, Debarshi Nath, Yixin Cheng, Yizhou Fan, Xinyu Li 0004, Mladen Rakovic, Hassan Khosravi, Zachari Swiecki, Yi-Shan Tsai, Dragan Gasevic. 667-679 [doi]
• The Relationship between Collaborative Problem-Solving Skills and Group-to-Individual Learning Transfer in a Game-based Learning EnvironmentChen Sun 0011, Valerie Shute, Angela E. B. Stewart, Sidney K. D'Mello. 680-689 [doi]
• Analysis of exploratory behaviour: A step towards modelling of curiosityJoe Tang, Andrew Gibson, Peter Bruza. 690-701 [doi]
• What's the Value of a Doctoral Consortium? Analysing a Decade of LAK DCs as a Community of PracticeRebecca Ferguson, Yuveena Gopalan, Simon Buckingham Shum. 702-712 [doi]
• When the Prompt becomes the Codebook: Grounded Prompt Engineering (GROPROE) and its application to Belonging AnalyticsSriram Ramanathan, Lisa-Angelique Lim, Nazanin Rezazadeh Mottaghi, Simon Buckingham Shum. 713-725 [doi]
• The Impact of Learning Design on the Mastery of Learning Outcomes in Higher EducationBlazenka Divjak, Abhinava Barthakur, Vitomir Kovanovic, Barbi Svetec. 726-737 [doi]
• Towards Fair and Privacy-Aware Transfer Learning for Educational Predictive Modeling: A Case Study on Retention Prediction in Community CollegesChengyuan Yao, Carmen Cortez, Renzhe Yu. 738-749 [doi]
• Soft Grades: A Calibrated and Accurate Method for Course-Grade Estimation that Expresses UncertaintyJuliette Woodrow, Chris Piech. 750-760 [doi]
• Pattern analysis of ambitious science talk between preservice teachers and AI-powered student agentsAlex Barrett 0001, Fengfeng Ke, Nuodi Zhang, Chih-Pu Dai, Saptarshi Bhowmik, Xin Yuan 0001. 761-770 [doi]
• Who Did What to Succeed? Individual Differences in Which Learning Behaviors Are Linked to AchievementHannah Deininger, Cora Parrisius, Rosa Lavelle-Hill, Detmar Meurers, Ulrich Trautwein, Benjamin Nagengast, Gjergji Kasneci. 771-782 [doi]
• The Effect of Different Support Strategies on Student AffectJulie Le Tallec, Ethan Prihar, Tanja Käser. 783-789 [doi]
• The Difficulty of Achieving High Precision with Low Base Rates for High-Stakes InterventionRyan Baker 0001, Caitlin Mills, Jaeyoon Choi. 790-796 [doi]
• MORF: A Post-MortemRyan Baker 0001, Stephen Hutt. 797-802 [doi]
• Providing Automated Feedback on Formative Science Assessments: Uses of Multimodal Large Language ModelsHa Nguyen, Saerok Park. 803-809 [doi]
• How Learner Control and Explainable Learning Analytics About Skill Mastery Shape Student Desires to Finish and Avoid Loss in Tutored PracticeConrad Borchers, Jeroen Ooge, Cindy Peng, Vincent Aleven. 810-816 [doi]
• Applying IRT to Distinguish Between Human and Generative AI Responses to Multiple-Choice AssessmentsAlona Strugatski, Giora Alexandron. 817-823 [doi]
• Self-service Teacher-facing Learning Analytics Dashboard with Large Language ModelsZuo Wang, Weiyue Lin, Xiao Hu 0001. 824-830 [doi]
• Feedback from Generative AI: Correlates of Student Engagement in Text Revision from 655 Classes from Primary and Secondary SchoolThorben Jansen, Andrea Horbach, Jennifer Meyer. 831-836 [doi]
• ABROCA Distributions For Algorithmic Bias Assessment: Considerations Around InterpretationConrad Borchers, Ryan S. Baker 0001. 837-843 [doi]
• Does the Doer Effect Generalize To Non-WEIRD Populations? Toward Analytics in Radio and Phone-Based LearningDarren Butler, Conrad Borchers, Michael W. Asher, Yongmin Lee, Sonya Karnataki, Sameeksha Dangi, Samyukta Athreya, John C. Stamper, Amy Ogan, Paulo Carvalho 0004. 844-850 [doi]
• Capturing The Temporal Dynamics of Learner Interactions In Moocs: A Comprehensive Approach With Longitudinal And Inferential Network AnalysisMengtong Xiang, Jingjing Zhang, Mohammed Saqr, Han Jiang 0003, Wei Liu. 851-857 [doi]
• A Dual-Method Examination of Nursing Students' Teamwork in Simulation-Based Learning: Combining CORDTRA and Ordered Network Analysis to Reveal Patterns and DynamicsMamta Shah, Yuanru Tan, Brendan R. Eagan, Brittny Chabalowski, Yahan Chen. 858-864 [doi]
• LLMs Performance in Answering Educational Questions in Brazilian Portuguese: A Preliminary Analysis on LLMs Potential to Support Diverse Educational NeedsLuiz A. L. Rodrigues, Cleon Xavier, Newarney Costa, Hyan Batista, Luiz Felipe Bagnhuk Silva, Weslei Chaleghi de Melo, Dragan Gasevic, Rafael Ferreira Mello. 865-871 [doi]
• OpenMMLA: an IoT-based Multimodal Data Collection Toolkit for Learning AnalyticsZaibei Li, Shunpei Yamaguchi, Daniel Spikol. 872-879 [doi]
• That's What RoBERTa Said: Explainable Classification of Peer FeedbackKevin Huang, Rafael Ferreira Mello, Cleon Pereira Junior, Luiz A. L. Rodrigues, Martine Baars, Olga Viberg. 880-886 [doi]
• Exploring the Role of Teachable AI Agents' Personality Traits in Shaping Student Interaction and Learning in Mathematics EducationBailing Lyu, Chenglu Li, Hai Li, Hyunju Oh, Yukyeong Song, Wangda Zhu, Wanli Xing. 887-894 [doi]
• Configuring and Monitoring Students' Interactions with Generative AI Tools: Supporting Teacher AutonomyAlejandro Ortega-Arranz, Paraskevi Topali, Inge Molenaar. 895-902 [doi]
• Exploring Human-AI Collaboration in Educational Contexts: Insights from Writing Analytics and Authorship AttributionHongchen Pan, Eduardo Araujo Oliveira, Rafael Ferreira Mello. 903-909 [doi]
• Who Should Be My Tutor? Analyzing the Interactive Effects of Automated Text Personality Styles Between Middle School Students and a Mathematics ChatbotHai Li, Wanli Xing, Chenglu Li, Wangda Zhu, Bailing Lyu, Fan Zhang, Zifeng Liu. 910-917 [doi]
• Bridging the Gender Gap: The Role of AI-Powered Math Story Creation in Learning OutcomesWangda Zhu, Wanli Xing, Bailing Lyu, Chenglu Li, Fan Zhang, Hai Li. 918-923 [doi]
• From Filling Gaps to Amplifying Strengths: Exploring an Asset-Based Approach to Learning AnalyticsFanjie Li, Alyssa Friend Wise. 924-930 [doi]
• Exploring Eye-tracking Features to Understand Students' Sensemaking of Learning Analytics DashboardsArash Ahrar, Mohammadreza Doroodian, Marek Hatala. 931-937 [doi]
• Understanding Collaborative Learning Processes and Outcomes Through Student Discourse DynamicsSeehee Park, Nia Nixon, Sidney D'Mello, Danielle Shariff, Jaeyoon Choi. 938-943 [doi]
• Exploring the Benefit of Customizing Feedback Interventions For Educators and Students With Offline Contextual Multi-Armed BanditsJoy Yun, Allen Nie, Emma Brunskill, Dorottya Demszky. 944-949 [doi]
• VALA/AID: A Method for Rapid, Participatory Value-sensitive Learning Analytics and Artificial Intelligence DesignLuis Pablo Prieto, Riordan Alfredo, Henry Benjamín Díaz-Chavarría, Roberto Martínez Maldonado, Vanessa Echeverría. 950-956 [doi]
• Usage and performance declines in a classroom-integrated digital learning software over the course of an academic yearMarkus Wolfgang Hermann Spitzer, Lisa Bardach, Younes Strittmatter, Korbinian Moeller. 957-962 [doi]
• Multimodal learning analytics for game-based assessment of collaborative problem solving skills among young studentsYiming Liu 0005, Zhengyang Ma, Jeremy Tzi-dong Ng, Xiao Hu 0001. 963-969 [doi]
• Game Theoretic Models of Intangible Learning DataBen Hicks, Kirsty Kitto. 970-976 [doi]
• Not ALL Delay is Procrastination: Analyzing Subpatterns of Academic Delayers in Online LearningJinwon Kim, Qiujie Li, Zilu Jiang, Di Xu. 977-983 [doi]
• A comparative study of rule-based, machine learning and large language model approaches in automated writing evaluation (AWE)Steven Yeung. 984-991 [doi]
• Do Actions Speak Louder Than Words? Unveiling Linguistic Patterns in Online Learning Communities Using Cross Recurrence Quantification AnalysisHyunju Oh, Zifeng Liu, Wanli Xing. 992-998 [doi]