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ORCID13th LAK 2023: Arlington, TX, USA
- LAK 2023: 13th International Learning Analytics and Knowledge Conference, LAK2023, Arlington, TX, USA, March 13-17, 2023. ACM 2023, ISBN 978-1-4503-9865-7
Full Research Papers
- Wemerson Marinho
, Esteban Walter Gonzalez Clua, Luis Martí, Karla Marinho:
Predicting Item Response Theory Parameters Using Question Statements Texts. 1-10 - Heeryung Choi, Philip H. Winne, Christopher Brooks, Warren Li, Kerby Shedden:
Logs or Self-Reports? Misalignment Between Behavioral Trace Data and Surveys When Modeling Learner Achievement Goal Orientation. 11-21 - Lixiang Yan, Roberto Martínez-Maldonado, Linxuan Zhao, Xinyu Li, Dragan Gasevic:
SeNA: Modelling Socio-spatial Analytics on Homophily by Integrating Social and Epistemic Network Analysis. 22-32 - Ha Nguyen:
TikTok as Learning Analytics Data: Framing Climate Change and Data Practices. 33-43 - Blazenka Divjak, Barbi Svetec, Damir Horvat:
Learning analytics dashboards: What do students actually ask for? 44-56 - Riordan Dervin Alfredo, Lanbing Nie, Paul J. Kennedy, Tamara Power, Carolyn Hayes, Hui Chen, Carolyn McGregor, Zachari Swiecki, Dragan Gasevic, Roberto Martínez Maldonado:
"That Student Should be a Lion Tamer!" StressViz: Designing a Stress Analytics Dashboard for Teachers. 57-67 - Christothea Herodotou, Claire Maguire, Martin Hlosta, Paul Mulholland:
Predictive Learning Analytics and University Teachers: Usage and perceptions three years post implementation. 68-78 - Boxuan Ma, Gayan Prasad Hettiarachchi, Sora Fukui, Yuji Ando:
Each Encounter Counts: Modeling Language Learning and Forgetting. 79-88 - Stanislav Pozdniakov, Roberto Martínez-Maldonado, Yi-Shan Tsai, Vanessa Echeverría, Namrata Srivastava, Dragan Gasevic:
How Do Teachers Use Dashboards Enhanced with Data Storytelling Elements According to their Data Visualisation Literacy Skills? 89-99 - Jionghao Lin, Wei Dai, Lisa-Angelique Lim, Yi-Shan Tsai, Rafael Ferreira Mello, Hassan Khosravi, Dragan Gasevic, Guanliang Chen:
Learner-centred Analytics of Feedback Content in Higher Education. 100-110 - Pankaj Chejara, Luis Pablo Prieto, María Jesús Rodríguez-Triana, Reet Kasepalu, Adolfo Ruiz-Calleja, Shashi Kant Shankar:
How to Build More Generalizable Models for Collaboration Quality? Lessons Learned from Exploring Multi-Context Audio-Log Datasets using Multimodal Learning Analytics. 111-121 - Tanya Nazaretsky, Jamie N. Mikeska, Beata Beigman Klebanov:
Empowering Teacher Learning with AI: Automated Evaluation of Teacher Attention to Student Ideas during Argumentation-focused Discussion. 122-132 - Bowen Hui:
Are They Learning or Guessing? Investigating Trial-and-Error Behavior with Limited Test Attempts. 133-144 - Elaine Farrow, Johanna D. Moore, Dragan Gasevic:
Names, Nicknames, and Spelling Errors: Protecting Participant Identity in Learning Analytics of Online Discussions. 145-155 - Aaron Haim, Stacy T. Shaw, Neil T. Heffernan:
How to Open Science: A Principle and Reproducibility Review of the Learning Analytics and Knowledge Conference. 156-164 - Kirk Vanacore, Ashish Gurung, Andrew A. McReynolds, Allison S. Liu, Stacy T. Shaw, Neil T. Heffernan:
Impact of Non-Cognitive Interventions on Student Learning Behaviors and Outcomes: An analysis of seven large-scale experimental inventions. 165-174 - Xinyu Li, Lixiang Yan, Linxuan Zhao, Roberto Martínez-Maldonado, Dragan Gasevic:
CVPE: A Computer Vision Approach for Scalable and Privacy-Preserving Socio-spatial, Multimodal Learning Analytics. 175-185 - Linxuan Zhao, Zachari Swiecki, Dragan Gasevic, Lixiang Yan, Samantha Dix, Hollie Jaggard, Rosie Wotherspoon, Abra Osborne, Xinyu Li, Riordan Alfredo, Roberto Martínez-Maldonado:
METS: Multimodal Learning Analytics of Embodied Teamwork Learning. 186-196 - Oleksandra Poquet, Jelena Jovanovic, Abelardo Pardo:
Student Profiles of Change in a University Course: A Complex Dynamical Systems Perspective. 197-207 - Fahmid 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:
Effects of Modalities in Detecting Behavioral Engagement in Collaborative Game-Based Learning. 208-218 - Conrad Borchers, Zachary A. Pardos:
Insights into undergraduate pathways using course load analytics. 219-229 - Megan Caruso, Sidney D'Mello:
Do Associations Between Mind Wandering and Learning from Complex Texts Vary by Assessment Depth and Time? 230-239 - Melissa Bond, Olga Viberg, Nina Bergdahl:
The current state of using learning analytics to measure and support K-12 student engagement: A scoping review. 240-249 - Danielle Thomas, Xinyu Yang, Shivang Gupta, Adetunji Adeniran, Elizabeth A. McLaughlin, Kenneth R. Koedinger:
When the Tutor Becomes the Student: Design and Evaluation of Efficient Scenario-based Lessons for Tutors. 250-261 - ByeongJo Kong, Erik Hemberg, Ana Bell, Una-May O'Reilly:
Investigating Student's Problem-solving Approaches in MOOCs using Natural Language Processing. 262-272 - Joshua Dallas Quick, Benjamin A. Motz, Anastasia S. Morrone:
Lost in Translation: Determining the Generalizability of Temporal Models across Course Contexts. 273-283 - Armanda Lewis, Xavier Ochoa, Rohini Qamra:
Instructor-in-the-Loop Exploratory Analytics to Support Group Work. 284-292 - Sina Nazeri, Marek Hatala, Fatemeh Salehian Kia:
When to Intervene? Utilizing Two Facets of Temporality in Students' SRL Processes in a Programming Course. 293-302 - Kirsty Kitto, Catherine A. Manly, Rebecca Ferguson, Oleksandra Poquet:
Towards more replicable content analysis for learning analytics. 303-314 - Wesley Morris, Scott A. Crossley, Langdon Holmes, Anne Trumbore:
Using Transformer Language Models to Validate Peer-Assigned Essay Scores in Massive Open Online Courses (MOOCs). 315-323 - Nicole Hutchins, Gautam Biswas:
Using Teacher Dashboards to Customize Lesson Plans for a Problem-Based, Middle School STEM Curriculum. 324-332 - Andrew Emerson, Wookhee Min, Jonathan P. Rowe, Roger Azevedo, James C. Lester:
Multimodal Predictive Student Modeling with Multi-Task Transfer Learning. 333-344 - Vinitra Swamy, Sijia Du, Mirko Marras, Tanja Käser:
Trusting the Explainers: Teacher Validation of Explainable Artificial Intelligence for Course Design. 345-356 - Rachel Van Campenhout, Bill Jerome, Jeffrey S. Dittel, Benny G. Johnson:
The Doer Effect at Scale: Investigating Correlation and Causation Across Seven Courses. 357-365 - Husni Almoubayyed, Stephen E. Fancsali, Steven Ritter:
Instruction-Embedded Assessment for Reading Ability in Adaptive Mathematics Software. 366-377 - Elizabeth B. Cloude, Ryan Shaun Baker, Eric Fouh:
Online help-seeking occurring in multiple computer-mediated conversations affects grades in an introductory programming course. 378-387 - Rohit Murali, Cristina Conati, Roger Azevedo:
Predicting Co-occurring Emotions in MetaTutor when Combining Eye-Tracking and Interaction Data from Separate User Studies. 388-398 - Ashish Gurung, Sami Baral, Kirk P. Vanacore, Andrew A. McReynolds, Hilary Kreisberg, Anthony F. Botelho, Stacy T. Shaw, Neil T. Heffernan:
Identification, Exploration, and Remediation: Can Teachers Predict Common Wrong Answers? 399-410 - Charles Lang, Laura Davis:
Learning Analytics and Stakeholder Inclusion: What do We Mean When We Say "Human-Centered"? 411-417 - Sehrish Iqbal, Mladen Rakovic, Guanliang Chen, Tongguang Li, Rafael Ferreira Mello, Yizhou Fan, Giuseppe Fiorentino, Naif Radi Aljohani, Dragan Gasevic:
Towards Automated Analysis of Rhetorical Categories in Students Essay Writings using Bloom's Taxonomy. 418-429 - Robert G. Moulder, Brandon M. Booth, Angelina Abitino, Sidney D'Mello:
Recurrence Quantification Analysis of Eye Gaze Dynamics During Team Collaboration. 430-440 - Roberta Galici, Tanja Käser, Gianni Fenu, Mirko Marras:
Do Not Trust a Model Because It is Confident: Uncovering and Characterizing Unknown Unknowns to Student Success Predictors in Online-Based Learning. 441-452 - Aaron Y. Wong, Richard L. Bryck, Ryan S. Baker, Stephen Hutt, Caitlin Mills:
Using a Webcam Based Eye-tracker to Understand Students' Thought Patterns and Reading Behaviors in Neurodivergent Classrooms. 453-463 - Yunsung Kim, Chris Piech:
The Student Zipf Theory: Inferring Latent Structures in Open-Ended Student Work To Help Educators. 464-475 - Eduardo Davalos, Caleb Vatral, Clayton Cohn, Joyce Horn Fonteles, Gautam Biswas, Naveeduddin Mohammed, Madison Lee, Daniel T. Levin:
Identifying Gaze Behavior Evolution via Temporal Fully-Weighted Scanpath Graphs. 476-487 - Jade Maï Cock, Muhammad Bilal, Richard Davis, Mirko Marras, Tanja Käser:
Protected Attributes Tell Us Who, Behavior Tells Us How: A Comparison of Demographic and Behavioral Oversampling for Fair Student Success Modeling. 488-498 - Lin Li, Lele Sha, Yuheng Li, Mladen Rakovic, Jia Rong, Srecko Joksimovic, Neil Selwyn, Dragan Gasevic, Guanliang Chen:
Moral Machines or Tyranny of the Majority? A Systematic Review on Predictive Bias in Education. 499-508 - Hilário 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:
Towards explainable prediction of essay cohesion in Portuguese and English. 509-519 - Yoon Lee, Marcus Specht:
Can We Empower Attentive E-reading with a Social Robot? An Introductory Study with a Novel Multimodal Dataset and Deep Learning Approaches. 520-530
Short Research Papers
- Field M. Watts, Amber J. Dood, Ginger V. Shultz:
Automated, content-focused feedback for a writing-to-learn assignment in an undergraduate organic chemistry course. 531-537 - Andrea Franco, Adrian Holzer:
Fostering Privacy Literacy among High School Students by Leveraging Social Media Interaction and Learning Traces in the Classroom. 538-544 - René F. Kizilcec, Olga Viberg, Ioana Jivet, Alejandra Martínez-Monés, Alice Oh, Stefan Hrastinski, Chantal Mutimukwe, Maren Scheffel:
The Role of Gender in Students' Privacy Concerns about Learning Analytics: Evidence from five countries. 545-551 - Max van Haastrecht, Matthieu J. S. Brinkhuis, Jessica Peichl, Bernd Remmele, Marco Spruit:
Embracing Trustworthiness and Authenticity in the Validation of Learning Analytics Systems. 552-558 - Pankaj Chejara, Luis Pablo Prieto, María Jesús Rodríguez-Triana, Adolfo Ruiz-Calleja, Mohammad Khalil:
Impact of window size on the generalizability of collaboration quality estimation models developed using Multimodal Learning Analytics. 559-565 - Andrew Zamecnik, Srecko Joksimovic, Vitomir Kovanovic, Georg Grossmann, Djazia Ladjal, Abelardo Pardo:
Exploring the Feedback Provision of Mentors and Clients for Teams in Work-Integrated Learning Environments. 566-571 - Songhee Han, Hyangeun Ji, Zilu Jiang, Michael West, Min Liu:
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 approach. 572-578 - Shane Dawson, Abelardo Pardo, Fatemeh Salehian Kia, Ernesto Panadero:
An Integrated Model of Feedback and Assessment: From fine grained to holistic programmatic review. 579-584 - Daniel Biedermann, Jan Schneider, George-Petru Ciordas-Hertel, Beate Eichmann, Carolin Hahnel, Frank Goldhammer, Hendrik Drachsler:
Detecting the Disengaged Reader - Using Scrolling Data to Predict Disengagement during Reading. 585-591 - Louis-Vincent Poellhuber, Bruno Poellhuber, Michel C. Desmarais, Christian Léger, Normand Roy, Mathieu Manh-Chien Vu:
Cluster-Based Performance of Student Dropout Prediction as a Solution for Large Scale Models in a Moodle LMS. 592-598 - Yukyeong Song, Wanli Xing, Xiaoyi Tian, Chenglu Li:
Are We on the Same Page? Modeling Linguistic Synchrony and Math Literacy in Mathematical Discussions. 599-605 - Abhinava Barthakur, Shane Dawson, Vitomir Kovanovic:
Advancing leaner profiles with learning analytics: A scoping review of current trends and challenges. 606-612 - Jae-Eun Russell, Anna Marie Smith, Salim George, Bryce Damman:
Instructional Strategies and Student eTextbook Reading. 613-618 - Amber J. Dood, Kapotaksha Das, Zhen Qian, Solaire Finkenstaedt-Quinn, Anne Gere, Ginger Shultz:
A Dashboard to Provide Instructors with Automated Feedback on Students' Peer Review Comments. 619-625 - Matthew Berland, Vishesh Kumar:
Joint Choice Time: A Metric for Better Understanding Collaboration in Interactive Museum Exhibits. 626-629 - Paul Hur, Nessrine Machaka, Christina Krist, Nigel Bosch:
Informing Expert Feature Engineering through Automated Approaches: Implications for Coding Qualitative Classroom Video Data. 630-636 - Qianhui Liu, Luc Paquette:
Using submission log data to investigate novice programmers' employment of debugging strategies. 637-643 - Luiz Barboza, Rafael Ferreira Mello, Micah Gideon Modell, Erico Souza Teixeira:
Blockly-DS: Blocks Programming for Data Science with Visual, Statistical, Descriptive and Predictive Analysis. 644-649 - Robin Jephthah Rajarathinam, Cynthia M. D'Angelo:
Turn-taking analysis of small group collaboration in an engineering discussion classroom. 650-656 - Fan Zhang, Wanli Xing, Chenglu Li:
Predicting Students' Algebra I Performance using Reinforcement Learning with Multi-Group Fairness. 657-662 - Kimia Aghaei, Marek Hatala, Alireza Mogharrab:
How Students' Emotion and Motivation Changes After Viewing Dashboards with Varied Social Comparison Group: A Qualitative Study. 663-669 - Jeremy T. D. Ng, Yiming Liu, Didier S. Y. Chui, Jack C. H. Man, Xiao Hu:
Leveraging LMS Logs to Analyze Self-Regulated Learning Behaviors in a Maker-based Course. 670-676
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