Table of Contents

• Automatic Interpretable Personalized LearningEthan Prihar, Aaron Haim, Adam Sales, Neil Heffernan. 1-11 [doi]
• Heterogeneity of Treatment Effects of a Video Recommendation System for AlgebraWalter L. Leite, Huan Kuang, Zuchao Shen, Nilanjana Chakraborty, George Michailidis, Sidney D'Mello, Wanli Xing. 12-23 [doi]
• Post Recommendation System Impact on Student Participation and Performance in an Online AI Graduate CourseIndia Irish, Saurabh Chatterjee, Chirag Tailor, Roy Finkelberg, Rosa I. Arriaga, Thad Starner. 24-34 [doi]
• Incorporating Training, Self-monitoring and AI-Assistance to Improve Peer Feedback QualityAli Darvishi, Hassan Khosravi, Solmaz Abdi, Shazia W. Sadiq, Dragan Gasevic. 35-47 [doi]
• A Scenario-based Exploration of Expected Usefulness, Privacy Concerns, and Adoption Likelihood of Learning AnalyticsXiaotian Vivian Li, Mary Beth Rosson, Jenay Robert. 48-59 [doi]
• RLens: A Computer-aided Visualization System for Supporting Reflection on Language Learning under Distributed TutorshipMeng Xia, Yankun Zhao, Jihyeong Hong, Mehmet Hamza Erol, Taewook Kim, Juho Kim. 60-71 [doi]
• Digital Education For All: Multi-University Study of Increasing Competent Student Admissions at ScaleNea Pirttinen, Juho Leinonen 0001, Annemari Auvinen, Vesa Lappalainen, Katja Tynkkynen, Henrik Hedberg, Mikko-Jussi Laakso, Kjell Lemström. 72-81 [doi]
• Meet Me in the Middle: Retention in a "MOOC-Based" Degree ProgramDavid A. Joyner. 82-92 [doi]
• Function Names: Quantifying the Relationship Between Identifiers and Their Functionality to Improve ThemCharis Charitsis, Chris Piech, John C. Mitchell. 93-101 [doi]
• LEGenT: Localizing Errors and Generating Testcases for CS1Nimisha Agarwal, Amey Karkare. 102-112 [doi]
• Using NLP to Quantify Program Decomposition in CS1Charis Charitsis, Chris Piech, John C. Mitchell. 113-120 [doi]
• Meta Transfer Learning for Early Success Prediction in MOOCsVinitra Swamy, Mirko Marras, Tanja Käser. 121-132 [doi]
• Large-Scale Student Data Reveal Sociodemographic Gaps in Procrastination BehaviorSunil Sabnis, Renzhe Yu, René F. Kizilcec. 133-141 [doi]
• Using the YouTube Video Style in a MOOC: (Re-)Testing the Effect of Visual Experience in a Field-ExperimentHendrik Steinbeck, Theresa Elfriede Isa Zobel, Christoph Meinel. 142-150 [doi]
• Picturing One's Self: Camera Use in Zoom Classes during the COVID-19 PandemicNa Li, Guillermo Romera Rodriguez, Yuqiao Xu, Parth Bhatt, Huy A. Nguyen, Alex Serpi, Chun-Hua Tsai, John M. Carroll. 151-162 [doi]
• Millions and Billions of Views: Understanding Popular Science and Knowledge Communication on Video-Sharing PlatformsHaijun Xia, Hui Xin Ng, Zhutian Chen, James D. Hollan. 163-174 [doi]
• When Gamification Spoils Your Learning: A Qualitative Case Study of Gamification Misuse in a Language-Learning AppReza Hadi Mogavi, Bingcan Guo, Yuanhao Zhang, Ehsan ul Haq, Pan Hui, Xiaojuan Ma. 175-188 [doi]
• Designing and Building Inclusive, Entry-level Massive Open Online Courses (MOOCs): Perspectives from ProducersMichael Joseph Meaney. 189-200 [doi]
• The Challenges of Evolving Technical Courses at Scale: Four Case Studies of Updating Large Data Science CoursesSam Lau, Justin Eldridge, Shannon Ellis, Aaron Fraenkel, Marina Langlois, Suraj Rampure, Janine Tiefenbruck, Philip J. Guo. 201-211 [doi]
• Digital Clinical Simulation Suite: Specifications and Architecture for Simulation-Based Pedagogy at ScaleGarron Hillaire, Rick Waldron, Joshua Littenberg-Tobias, Meredith Thompson, Sara O'Brien, G. R. Marvez, Justin Reich. 212-221 [doi]
• Pathways: Exploring Academic Interests with Historical Course Enrollment RecordsYoujie Chen, Annie Fu, Jennifer Jia-Ling Lee, Ian Wilkie Tomasik, René F. Kizilcec. 222-233 [doi]
• Learnersourcing in Theory and Practice: Synthesizing the Literature and Charting the FutureAnjali Singh, Christopher Brooks 0001, Shayan Doroudi. 234-245 [doi]
• Funding Learning at ScaleSusan Rundell Singer, Lee Zia, Kumar Garg, Mark Schneider. 246-247 [doi]
• Educational Nonlinear Stories with TwineMay Kristine Jonson Carlon, Donn Emmanuel Gonda, Eden Mariquit Andrews, John Maurice Gayed, Robert Anthony Olexa, Jeffrey Scott Cross. 248-251 [doi]
• Third Annual Workshop on A/B Testing and Platform-Enabled Learning ResearchSteven Ritter, Neil T. Heffernan, Joseph Jay Williams, Derek Lomas, Ben Motz, Debshila Basu Mallick, Klinton Bicknell, Danielle S. McNamara, René F. Kizilcec, Jeremy Roschelle, Richard G. Baraniuk, Ryan Baker 0001. 252-254 [doi]
• Achieving "A's for All (as Time and Interest Allow)"Dan Garcia 0001, Connor McMahon, Yuan Garcia, Matthew West 0001, Craig B. Zilles. 255-258 [doi]
• Learnersourcing: Student-generated Content @ ScaleSteven Moore, John C. Stamper, Christopher Brooks, Paul Denny, Hassan Khosravi. 259-262 [doi]
• (A)I Will Teach You to Play Gomoku: Exploring the Use of Game AI to Teach PeopleQiao Zhang, Christopher J. MacLellan. 263-266 [doi]
• A Blended-Learning Program for Implementing a Rigorous Machine-Learning Curriculum in High-SchoolsShai Perach, Giora Alexandron. 267-270 [doi]
• A Chatbot-Server Framework for Scalable Machine Learning Education through Crowdsourced DataJingting Li, Chee-Wei Tan 0001, Ching Nam Hang, Xintong Qi. 271-274 [doi]
• A Study about Future Prospects of JupyterHub in MOOCsMohamed Elhayany, Ranjiraj-Rajendran Nair, Thomas Staubitz, Christoph Meinel. 275-279 [doi]
• Advancing the Democratization of Research: Citizen ScienceEileen Scanlon, Christothea Herodotou. 280-283 [doi]
• Amazon Alexa Skills as a Novel Modality for In-service Professional Micro-Development (WIP)Andey Robins, Tiffany Hunt, Dana Robertson, Richard Allen Carter Jr.. 284-288 [doi]
• An Examination of Unofficial Course Reviews in a Graduate Program at ScaleBobbie Lynn Eicher, David A. Joyner. 289-293 [doi]
• Analysis of the Applicability of General Scaling Laws on Course Size, Completion Rates, and Forum Activity in MOOCsThomas Staubitz, Max Bothe, Mohamed Elhayany, Christiane Hagedorn, Sebastian Serth, Theresa Zobel, Christoph Meinel. 294-298 [doi]
• BlockLens: Visual Analytics of Student Coding Behaviors in Block-Based Programming EnvironmentsSean Tsung, Huan Wei, Haotian Li, Yong Wang, Meng Xia, Huamin Qu. 299-303 [doi]
• Challenges of Scaling Programming-based Behavioral MetricsMohit Chandarana, Elise Deitrick. 304-308 [doi]
• Collaboration at Scale: Exploring Member Role Changing Patterns in Collaborative Science Problem-solving TasksHui Yang, Nonye Alozie, Arif Rachmatullah. 309-312 [doi]
• Collaborative Annotation: Links to Formative Assessment and Issues of Scale for PedagogyGavin Porter. 313-316 [doi]
• Comparing MOOC Learners Engagement with Japanese Videos and Text to Speech Generated English VideosSasipa Boonyubol, Shahriar Kabir, Jeffrey Scott Cross. 317-320 [doi]
• Developing Student's Global Competencies at Scale in an Affordable MOOC K12 Outreach InitiativeChi-Un Lei, Hong Qiang Wei. 321-324 [doi]
• Discrimination of Automatically Generated Questions Used as Formative PracticeBenny G. Johnson, Jeffrey S. Dittel, Rachel Van Campenhout, Bill Jerome. 325-329 [doi]
• EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls?Katy Jordan, Christina Myers. 330-334 [doi]
• Effects of Framing Professional Development as a Career Growth Opportunity on Course CompletionRené F. Kizilcec, Jennifer A. Mimno, Andrew J. Karhan. 335-339 [doi]
• Exploring the Relationships between Social and Teaching Presence in Video-based Informal Learning Using Network AnalysisXiuyu Chen, Shihui Feng. 340-344 [doi]
• How COVID-19 Affected Computer Science MOOC Learner Behavior and Achievements: A Demographic StudyAnindya Roy, Michael Yee, Meghan Perdue, Julius Stein, Ana Bell, Ronisha Carter, Shigeru Miyagawa. 345-349 [doi]
• How Much and for Whom?: A Multi-Wave Study of the Impact of Self-Regulated Learning Scaffolds on MOOC Student Academic PerformanceShu-Yi Hsu, M. Shane Tutwiler. 350-354 [doi]
• Adding a Demographic Lens to Cluster Analysis of Participants in Entry-level Massive Open Online Courses (MOOCs)Michael Meaney, Tom Fikes. 355-359 [doi]
• Influential Text-Based Features in Predicting Admission Status of Online Degree ApplicantsFarahnaz Soleimani, Jeonghyun Lee, Meryem Yilmaz-Soylu, Saurabh Chatterjee. 360-363 [doi]
• Integrating Dynamic Supports into an Equity Teaching Simulation to Promote Equity MindsetsG. R. Marvez, Tianyuan Zheng, Joshua Littenberg-Tobias, Garron Hillaire, Sara O'Brien, Justin Reich. 364-367 [doi]
• Laugh at Your Own Pace: Basic Performance Evaluation of Language Learning Assistance by Adjustment of Video Playback Speeds Based on Laughter DetectionNaoto Nishida, Hinako Nozaki, Buntarou Shizuki. 368-373 [doi]
• Learning Alone Yet Together: Enhancing Between-Learner Social Connectivity at ScaleBo Yang, Huyang He. 374-378 [doi]
• LEDA: A Learning Analytics Based Framework to Analyze Remote Labs InteractionCarinna Nunes Tulha, Marco António Garcia de Carvalho, Leandro N. de Castro. 379-383 [doi]
• Incorporating Explainable Learning Analytics to Assist Educators with Identifying Students in Need of AttentionShiva Shabaninejad, Hassan Khosravi, Solmaz Abdi, Marta Indulska, Shazia W. Sadiq. 384-388 [doi]
• Math Discourse Linguistic Components (Cohesive Cues within a Math Discussion Board Discourse)Michelle Banawan, Jinnie Shin, Renu Balyan, Walter L. Leite, Danielle S. McNamara. 389-394 [doi]
• Measuring Cultural Dimensions of Learning in Online CoursesJi Yong Cho, Yue Li, Marianne E. Krasny, René F. Kizilcec. 395-399 [doi]
• Providing Individual Student Feedback at Scale for Mathematical DisciplinesRobert Stanyon, Austin A. Tomlinson, Manjinder Kainth, Nicola K. Wilkin. 400-404 [doi]
• Re-envisioning a K-12 Early Warning System with School Climate FactorsMengchen Su, Lukas A. Olson, Daniel C. Jarratt, Sashank Varma, Joseph A. Konstan, Rebecca J. L. Keller, Bodong Chen. 405-408 [doi]
• Revealing Factors Influencing Students' Perceived Fairness: A Case with a Predictive System for Math LearningChenglu Li, Wanli Xing. 409-412 [doi]
• Scaling Up Access to the Hidden Curriculum: A Design Methodology for Creating Undergraduate Mentoring GuidesKendall Nakai, Philip J. Guo. 413-417 [doi]
• Seeking Exemplars in the Wild: Exploring How Students Find Design Examples to Support Personalized LearningYu-Chun (Grace) Yen, Steven P. Dow. 418-421 [doi]
• Student Use of Course Reviews at ScaleBobbie Lynn Eicher, David A. Joyner. 422-426 [doi]
• Teaching and Learning Programming with Linux using In-Browser Client-Side Web Technologies: Exploring the Key Features for Achieving Systems and Tools ScalabilityRémi Sharrock, Ewen Collin, Thibaud Labat, Ella Hamonic, Petra Bonfert-Taylor, Michael Goudzwaard. 427-430 [doi]
• The Relationship Between COVID-19 Severity and Computer Science MOOC Learner Achievement: A Preliminary AnalysisMichael Yee, Anindya Roy, Julius Stein, Meghan Perdue, Ana Bell, Ronisha Carter, Shigeru Miyagawa. 431-435 [doi]
• Towards a Teacher Application to Support Semantic Annotations of Learning Tasks in Cultural HeritagePablo García-Zarza, Miguel L. Bote-Lorenzo, Guillermo Vega-Gorgojo, Juan I. Asensio-Pérez. 436-440 [doi]
• Understanding the Relationship Between Students' Learning Outcome and Behavioral Patterns using Touch TrajectoriesJungwook Rhim, Gahgene Gweon. 441-445 [doi]
• Using a Planning Prompt Survey to Encourage Early Completion of Homework AssignmentsZachary Felker, Zhongzhou Chen. 446-450 [doi]
• Using Chatbots to Teach LanguagesYu Li, Chun-Yen Chen, Dian Yu 0002, Sam Davidson, Ryan Hou, Xun Yuan 0002, Yinghua Tan, Derek Pham, Zhou Yu. 451-455 [doi]
• Large-scale Analysis of Discussion Networks in College CoursesKimberly Williamson, René F. Kizilcec. 456-460 [doi]
• Where are the Large N Studies in Education?: Introducing a Dataset of Scientific Articles and NLP TechniquesDragos Corlatescu, Stefan Ruseti, Irina Toma, Mihai Dascalu. 461-465 [doi]
• Demo of Graide: AI Powered Assistive Grading EngineRobert Stanyon, Enrico Martello, Manjinder Kainth, Nicola K. Wilkin. 466-468 [doi]
• Development of Scenario-based Mentor Lessons: An Iterative Design Process for Training at ScaleDanielle R. Chine, Pallavi Chhabra, Adetunji Adeniran, Shivang Gupta, Kenneth R. Koedinger. 469-471 [doi]
• Incorporating Habitats in Conceptual Models and Agent-Based Simulations: Expanding the Virtual Ecological Research Assistant (VERA)Scott Bunin, Willventchy Celestin, Andrew Hornback, Spencer Rugaber. 472-474 [doi]
• Software Support for "A's for All"Dan Garcia 0001, Connor McMahon, Yuan Garcia, Matthew West 0001, Craig B. Zilles. 475-476 [doi]