default search action
7th LAK 2017: Vancouver, BC, Canada
- Marek Hatala, Alyssa Friend Wise, Phil Winne, Grace Lynch, Xavier Ochoa, Inge Molenaar, Shane Dawson, Shady Shehata, Jennifer Pei-Ling Tan:
Proceedings of the Seventh International Learning Analytics & Knowledge Conference, Vancouver, BC, Canada, March 13-17, 2017. ACM 2017, ISBN 978-1-4503-4870-6
LA infrastructure
- Vitomir Kovanovic
, Srecko Joksimovic
Developing a MOOC experimentation platform: insights from a user study. 1-5
Students at-risk - studies
- Martin Hlosta
Ouroboros: early identification of at-risk students without models based on legacy data. 6-15 - Lalitha Agnihotri, Alfred Essa, Ryan S. Baker:
Impact of student choice of content adoption delay on course outcomes. 16-20
Modelling student behaviour
- Jihyun Park, Kameryn Denaro, Fernando Rodriguez, Padhraic Smyth
Detecting changes in student behavior from clickstream data. 21-30 - Tanja Käser
Modeling exploration strategies to predict student performance within a learning environment and beyond. 31-40 - Charles Lang:
Opportunities for personalization in modeling students as Bayesian learners. 41-45
Learning analytics ethics
- Paul Prinsloo, Sharon Slade
An elephant in the learning analytics room: the obligation to act. 46-55 - Rebecca Ferguson
Where is the evidence?: a call to action for learning analytics. 56-65 - Kimberly E. Arnold, Niall Sclater:
Student perceptions of their privacy in leaning analytics applications. 66-69
Understanding student behaviour - multimodal analytics
- Alejandro Andrade:
Understanding student learning trajectories using multimodal learning analytics within an embodied-interaction learning environment. 70-79 - Caitlin Mills, Igor Fridman
Put your thinking cap on: detecting cognitive load using EEG during learning. 80-89 - Roberto Martínez Maldonado, Tamara Power
Analytics meet patient manikins: challenges in an authentic small-group healthcare simulation classroom. 90-94
Improving learning
- Ming Ming Chiu
How to assign students into sections to raise learning. 95-104 - Ujwal Gadiraju, Stefan Dietze:
Improving learning through achievement priming in crowdsourced information finding microtasks. 105-114 - Ani Aghababyan, Nicholas Lewkow, Ryan S. Baker:
Exploring the asymmetry of metacognition. 115-119
Understanding discourse I
- Alwyn Vwen Yen Lee
Temporal analytics with discourse analysis: tracing ideas and impact on communal discourse. 120-127 - Mina Shirvani Boroujeni, Tobias Hecking, Heinz Ulrich Hoppe, Pierre Dillenbourg:
Dynamics of MOOC discussion forums. 128-137 - Melanie E. Peffer, Kristopher Kyle:
Assessment of language in authentic science inquiry reveals putative differences in epistemology. 138-142
Understanding student behaviour - engagement
- Miguel L. Bote-Lorenzo
Predicting the decrease of engagement indicators in a MOOC. 143-147 - Juliet Mutahi, Andrew Kinai, Nelson Bore, Abdigani Diriye, Komminist Weldemariam:
Studying engagement and performance with learning technology in an African classroom. 148-152
Reflective writing
- Andrew Gibson
Reflective writing analytics for actionable feedback. 153-162 - Thomas Daniel Ullmann
Reflective writing analytics: empirically determined keywords of written reflection. 163-167
Learning design
- Quan Nguyen, Bart Rienties
Unravelling the dynamics of instructional practice: a longitudinal study on learning design and VLE activities. 168-177 - Seth Akonor Adjei, Anthony F. Botelho, Neil T. Heffernan:
Sequencing content in an adaptive testing system: the role of choice. 178-182 - Cecilia Ávila
ATCE: an analytics tool to trace the creation and evaluation of inclusive and accessible open educational resources. 183-187
Self-regulated learning
- Daniele Di Mitri
Learning pulse: a machine learning approach for predicting performance in self-regulated learning using multimodal data. 188-197 - Clarissa Lau, Jeanne Sinclair
Transitioning self-regulated learning profiles in hypermedia-learning environments. 198-202 - Catherine A. Spann, James Schaeffer, George Siemens
Expanding the scope of learning analytics data: preliminary findings on attention and self-regulation using wearable technology. 203-207
Understanding discourse II
- Oleksandra Poquet, Shane Dawson
How effective is your facilitation?: group-level analytics of MOOC forums. 208-217 - Patrick J. Donnelly, Nathaniel Blanchard
Words matter: automatic detection of teacher questions in live classroom discourse using linguistics, acoustics, and context. 218-227 - Simon Knight
Towards mining sequences and dispersion of rhetorical moves in student written texts. 228-232
Learning analytics policies
- Yi-Shan Tsai, Dragan Gasevic
Learning analytics in higher education - challenges and policies: a review of eight learning analytics policies. 233-242 - Tore Hoel, Dai Griffiths, Weiqin Chen
The influence of data protection and privacy frameworks on the design of learning analytics systems. 243-252 - Caroline Haythornthwaite:
An information policy perspective on learning analytics. 253-256
Teacher support tools I
- Kenneth Holstein, Bruce M. McLaren, Vincent Aleven:
Intelligent tutors as teachers' aides: exploring teacher needs for real-time analytics in blended classrooms. 257-266 - Christothea Herodotou
Implementing predictive learning analytics on a large scale: the teacher's perspective. 267-271
Teacher support tools II
- Nicholas Diana, Michael Eagle
An instructor dashboard for real-time analytics in interactive programming assignments. 272-279 - Xinyu Fu, Atsushi Shimada
Real-time learning analytics for C programming language courses. 280-288
Student support tools
- Maren Scheffel
Widget, widget as you lead, I am performing well indeed!: using results from an exploratory offline study to inform an empirical online study about a learning analytics widget in a collaborative learning environment. 289-298 - Benjamin P. Koester, James Fogel, William Murdock III, Galina Grom, Timothy A. McKay:
Building a transcript of the future. 299-308
Feedback systems
- Robert G. Bodily, Katrien Verbert
Trends and issues in student-facing learning analytics reporting systems research. 309-318 - I-Han Hsiao, Po-Kai Huang, Hannah E. Murphy:
Uncovering reviewing and reflecting behaviors from paper-based formal assessment. 319-328
Skill assessment
- David Quigley, Jonathan L. Ostwald, Tamara Sumner:
Scientific modeling: using learning analytics to examine student practices and classroom variation. 329-338 - Scott A. Crossley, Ran Liu, Danielle S. McNamara:
Predicting math performance using natural language processing tools. 339-347
Understanding student behaviour - general
- Kousuke Mouri, Hiroaki Ogata, Noriko Uosaki:
Learning analytics in a seamless learning environment. 348-357 - Kenneth Holstein, Bruce M. McLaren, Vincent Aleven:
SPACLE: investigating learning across virtual and physical spaces using spatial replays. 358-367
Learning analytics adoption - recommendations
- Alexander Whitelock-Wainwright, Dragan Gasevic
What do students want?: towards an instrument for students' evaluation of quality of learning analytics services. 368-372
Understanding discourse III
- Laura K. Allen, Cecile A. Perret, Aaron D. Likens, Danielle S. McNamara:
What'd you say again?: recurrence quantification analysis as a method for analyzing the dynamics of discourse in a reading strategy tutor. 373-382 - Alyssa Friend Wise, Yi Cui, Wan Qi Jin:
Honing in on social learning networks in MOOC forums: examining critical network definition decisions. 383-392 - Stefan Slater, Ryan S. Baker, Ma. Victoria Almeda
Using correlational topic modeling for automated topic identification in intelligent tutoring systems. 393-397
Adaptive learning
- Ryan J. Hubbard, Aldis Sipolins, Lin Zhou:
Enhancing learning through virtual reality and neurofeedback: a first step. 398-403 - Michal Huptych
Measures for recommendations based on past students' activity. 404-408
Understanding student behaviour - help-seeking / search
- Simone Kopeinik
Supporting collaborative learning with tag recommendations: a real-world study in an inquiry-based classroom project. 409-418 - Sebastian Cross, Zak Waters, Kirsty Kitto
Classifying help seeking behaviour in online communities. 419-423 - Linda Corrin, Paula G. de Barba
Using learning analytics to explore help-seeking learner profiles in MOOCs. 424-428
Affective learning
- Mohamed Ez-zaouia, Élise Lavoué:
EMODA: a tutor oriented multimodal and contextual emotional dashboard. 429-438 - Zhenhua Xu, Earl Woodruff
Person-centered approach to explore learner's emotionality in learning within a 3D narrative game. 439-443 - Roger Azevedo, Garrett C. Millar, Michelle Taub, Nicholas V. Mudrick, Amanda E. Bradbury, Megan J. Price:
Using data visualizations to foster emotion regulation during self-regulated learning with advanced learning technologies: a conceptual framework. 444-448
LA adoption - experiences
- Cecilia Aguerrebere, Cristóbal Cobo
Strategies for data and learning analytics informed national education policies: the case of Uruguay. 449-453
Retention
- Dan Davis, Ioana Jivet, René F. Kizilcec, Guanliang Chen
Follow the successful crowd: raising MOOC completion rates through social comparison at scale. 454-463 - Michael Yeomans, Justin Reich:
Planning prompts increase and forecast course completion in massive open online courses. 464-473 - Shane Dawson
From prediction to impact: evaluation of a learning analytics retention program. 474-478
Students at-risk - systems
- Jaclyn Ocumpaugh, Ryan S. Baker, Maria Ofelia Clarissa Z. San Pedro, M. Aaron Hawn, Cristina Heffernan, Neil T. Heffernan, Stefan A. Slater:
Guidance counselor reports of the ASSISTments college prediction model (ACPM). 479-488 - Michael Geoffrey Brown, R. Matthew DeMonbrun, Stephanie D. Teasley:
Don't call it a comeback: academic recovery and the timing of educational technology adoption. 489-493
Workshops
- Yi-Shan Tsai, Dragan Gasevic
LA policy: developing an institutional policy for learning analytics using the RAPID outcome mapping approach. 494-495 - Simon Knight
Writing analytics literacy: bridging from research to practice. 496-497 - Leah Macfadyen
Developing institutional learning analytics 'communities of transformation' to support student success. 498-499 - Yoav Bergner
Workshop on methodology in learning analytics (MLA). 500-501 - Shirin Mojarad, Nicholas Lewkow, Alfred Essa, Jie Zhang, Jacqueline L. Feild:
Quasi-experimental design for causal inference using Python and Apache Spark: a hands-on tutorial. 502-503 - Doug Clow, Rebecca Ferguson
Beyond failure: the 2nd LAK Failathon. 504-505 - Yuan Wang, Dan Davis, Guanliang Chen
Workshop on integrated learning analytics of MOOC post-course development. 506-507 - Ulla Ringtved
DesignLAK17: quality metrics and indicators for analytics of assessment design at scale. 508-509 - Roberto Martínez Maldonado, Davinia Hernández Leo
2nd cross-LAK: learning analytics across physical and digital spaces. 510-511 - Lorenzo Vigentini, Manuel Leon Urrutia, Ben Fields:
FutureLearn data: what we currently have, what we are learning and how it is demonstrating learning in MOOCs. 512-513 - Adam Cooper, Alan Berg, Niall Sclater, Tanya Dorey-Elias, Kirsty Kitto
LAK17 hackathon: getting the right information to the right people so they can take the right action. 514-515 - Megan Bowe, Weiqin Chen, Dai Griffiths, Tore Hoel, Jaeho Lee, Hiroaki Ogata, Griff Richards, Li Yuan, Jingjing Zhang:
Learning analytics and policy (LAP): international aspirations, achievements and constraints. 516-517 - Daniel Spikol
Current and future multimodal learning analytics data challenges. 518-519 - Charles Lang, Stephanie D. Teasley, John C. Stamper
Building the learning analytics curriculum: workshop. 520-521 - Abelardo Pardo
Connecting data with student support actions in a course: a hands-on tutorial. 522-523 - Ken Koedinger, Ran Liu, John C. Stamper
Community based educational data repositories and analysis tools. 524-525
Posters
- Kimberly E. Arnold, Brandon Karcher, Casey V. Wright, James McKay:
Student empowerment, awareness, and self-regulation through a quantified-self student tool. 526-527 - Xiao Hu
A systematic review of studies on predicting student learning outcomes using learning analytics. 528-529 - Shuchi Grover, Marie A. Bienkowski, Satabdi Basu, Michael Eagle
A framework for hypothesis-driven approaches to support data-driven learning analytics in measuring computational thinking in block-based programming. 530-531 - Simon Knight
Dear learner: participatory visualisation of learning data for sensemaking. 532-533 - Yoshitomo Yaginuma, Masako Furukawa, Tsuneo Yamada:
Video annotation tool for learning job interview. 534-535 - Misato Oi
Reproducibility of findings from educational big data: a preliminary study. 536-537 - Jurgen Schulte, Pedro Fernandez de Mendonca, Roberto Martínez Maldonado, Simon Buckingham Shum
Large scale predictive process mining and analytics of university degree course data. 538-539 - Doug Clow, Rebecca Ferguson
Beyond failure: the 2nd LAK Failathon poster. 540-541 - Bodong Chen
Examining motivations and self-regulated learning strategies of returning MOOCs learners. 542-543 - Lujie Chen, Artur Dubrawski:
Learning from learning curves: discovering interpretable learning trajectories. 544-545 - Farshid Marbouti, Heidi A. Diefes-Dux
Utilizing visualization and feature selection methods to identify important learning objectives in a course. 546-547 - Ouajdi Manai, Hiroyuki Yamada:
How can we accelerate dissemination of knowledge and learning?: developing an online knowledge management platform for networked improvement communities. 548-549 - Sinem Aslan, Eda Okur, Nese Alyüz, Sinem Emine Mete, Ece Oktay, Utku Genc, Asli Arslan Esme:
Students' emotional self-labels for personalized models. 550-551 - Ye Xiong, Yi-fang Brook Wu:
Write-and-learn: promoting meaningful learning through concept map-based formative feedback on writing assignments. 552-553 - Chi-Un Lei
Data-assisted instructional video revision via course-level exploratory video retention analysis. 554-555 - Rebecca L. Edwards, Sarah K. Davis, Allyson F. Hadwin, Todd M. Milford:
Using predictive analytics in a self-regulated learning university course to promote student success. 556-557 - Vishesh Kumar, Mike Tissenbaum, Matthew Berland
What are visitors up to?: helping museum facilitators know what visitors are doing. 558-559 - Longwei Zheng, Wei Gong, Xiaoqing Gu
Predicting e-textbook adoption based on event segmentation of teachers' usage. 560-561 - J. Sluijter, M. Otten:
Business intelligence (BI) for personalized student dashboards. 562-563 - Cecilie Johanne Slokvik Hansen, Barbara Wasson
When learning is high stake. 564-565 - Neil L. Zimmerman, Ryan S. Baker:
Mining knowledge components from many untagged questions. 566-567 - Maria Bannert, Inge Molenaar, Roger Azevedo, Sanna Järvelä, Dragan Gasevic
Relevance of learning analytics to measure and support students' learning in adaptive educational technologies. 568-569 - Kristin Stoeffler, Yigal Rosen, Alina A. von Davier:
Exploring the measurement of collaborative problem solving using a human-agent educational game. 570-571 - Roope Jaakonmäki, Hendrik Drachsler, Michael D. Kickmeier-Rust, Stefan Dietze, Albrecht Fortenbacher, Ivana Marenzi:
Cooking with learning analytics recipes. 572-573 - M. Schweighart:
Using item response theory to generate an item pool for an e-learning-system. 574-575 - Drew Wham:
Forecasting student outcomes at university-wide scale using machine learning. 576-577 - Guanliang Chen
Buying time: enabling learners to become earners with a real-world paid task recommender system. 578-579 - Thushari Atapattu, Katrina Falkner
Discourse analysis to improve the effective engagement of MOOC videos. 580-581 - Vitomir Kovanovic
Understanding the relationship between technology use and cognitive presence in MOOCs. 582-583 - Daniel M. Olivares
Supporting learning analytics in computing education. 584-585 - Josh Gardner, Ogechi Onuoha, Christopher Brooks:
Integrating syllabus data into student success models. 586-587 - Donal Healion, Sam Russell, Mutlu Cukurova
Tracing physical movement during practice-based learning through multimodal learning analytics. 588-589 - Sean Burns, Kimberley Corwin:
Automating student survey reports in online education for faculty and instructional designers. 590-591 - Albrecht Fortenbacher, Niels Pinkwart, Haeseon Yun:
[LISA] learning analytics for sensor-based adaptive learning. 592-593 - Heeryung Choi, Christopher Brooks, Kevyn Collins-Thompson:
What does student writing tell us about their thinking on social justice? 594-595 - Zoran Jeremic, Vive Kumar, Sabine Graf
MORPH: supporting the integration of learning analytics at institutional level. 596-597 - Fumiya Okubo, Takayoshi Yamashita, Atsushi Shimada
A neural network approach for students' performance prediction. 598-599 - Christopher A. Brooks, Stephanie D. Teasley, George Siemens
Challenges and opportunities facing educational discourse researchers. 600-601 - David Quigley, Conor McNamara, Tamara Sumner:
Using learning analytics in iterative design of a digital modeling tool. 602-603 - Xiao Hu
An outcome-based dashboard for moodle and Open edX. 604-605 - Noureddine Elouazizi, Gülnur Birol, Eric Jandciu, Gunilla Öberg
Automated analysis of aspects of written argumentation. 606-607 - Tak-Lam Wong, Haoran Xie
An automatic approach for discovering skill relationship from learning data. 608-609 - Jovita M. Vytasek, Alyssa Friend Wise, Sonya Woloshen:
Topic models to support instructors in MOOC forums. 610-611 - Halimat Alabi, Marek Hatala:
Best intentions: learner feedback on learning analytics visualization design. 612-613 - Inge Molenaar, Carolien Knoop van Campen, Fred Hasselman:
The effects of a learning analytics empowered technology on students' arithmetic skill development. 614-615 - Xiao Hu
New features in Wikiglass, a learning analytic tool for visualizing collaborative work on wikis. 616-617
manage site settings
To protect your privacy, all features that rely on external API calls from your browser are turned off by default. You need to opt-in for them to become active. All settings here will be stored as cookies with your web browser. For more information see our F.A.Q.
last updated on 2024-11-21 20:16 CET by the dblp team
all metadata released as open data under CC0 1.0 license
see also: Terms of Use | Privacy Policy | Imprint
dblp was originally created in 1993 at:
since 2018, dblp has been operated and maintained by:
the dblp computer science bibliography is funded and supported by: