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13th 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
Predicting Item Response Theory Parameters Using Question Statements Texts. 1-10 - Heeryung Choi
Logs or Self-Reports? Misalignment Between Behavioral Trace Data and Surveys When Modeling Learner Achievement Goal Orientation. 11-21 - Lixiang Yan
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
Learning analytics dashboards: What do students actually ask for? 44-56 - Riordan Dervin Alfredo
"That Student Should be a Lion Tamer!" StressViz: Designing a Stress Analytics Dashboard for Teachers. 57-67 - Christothea Herodotou
Predictive Learning Analytics and University Teachers: Usage and perceptions three years post implementation. 68-78 - Boxuan Ma
Each Encounter Counts: Modeling Language Learning and Forgetting. 79-88 - Stanislav Pozdniakov
How Do Teachers Use Dashboards Enhanced with Data Storytelling Elements According to their Data Visualisation Literacy Skills? 89-99 - Jionghao Lin
Learner-centred Analytics of Feedback Content in Higher Education. 100-110 - Pankaj Chejara
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
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
Names, Nicknames, and Spelling Errors: Protecting Participant Identity in Learning Analytics of Online Discussions. 145-155 - Aaron Haim
How to Open Science: A Principle and Reproducibility Review of the Learning Analytics and Knowledge Conference. 156-164 - Kirk Vanacore
Impact of Non-Cognitive Interventions on Student Learning Behaviors and Outcomes: An analysis of seven large-scale experimental inventions. 165-174 - Xinyu Li
CVPE: A Computer Vision Approach for Scalable and Privacy-Preserving Socio-spatial, Multimodal Learning Analytics. 175-185 - Linxuan Zhao
METS: Multimodal Learning Analytics of Embodied Teamwork Learning. 186-196 - Oleksandra Poquet
Student Profiles of Change in a University Course: A Complex Dynamical Systems Perspective. 197-207 - Fahmid Morshed Fahid
Effects of Modalities in Detecting Behavioral Engagement in Collaborative Game-Based Learning. 208-218 - Conrad Borchers
Insights into undergraduate pathways using course load analytics. 219-229 - Megan Caruso
Do Associations Between Mind Wandering and Learning from Complex Texts Vary by Assessment Depth and Time? 230-239 - Melissa Bond
The current state of using learning analytics to measure and support K-12 student engagement: A scoping review. 240-249 - Danielle Thomas
When the Tutor Becomes the Student: Design and Evaluation of Efficient Scenario-based Lessons for Tutors. 250-261 - ByeongJo Kong
Investigating Student's Problem-solving Approaches in MOOCs using Natural Language Processing. 262-272 - Joshua Dallas Quick
Lost in Translation: Determining the Generalizability of Temporal Models across Course Contexts. 273-283 - Armanda Lewis
Instructor-in-the-Loop Exploratory Analytics to Support Group Work. 284-292 - Sina Nazeri
When to Intervene? Utilizing Two Facets of Temporality in Students' SRL Processes in a Programming Course. 293-302 - Kirsty Kitto
Towards more replicable content analysis for learning analytics. 303-314 - Wesley Morris
Using Transformer Language Models to Validate Peer-Assigned Essay Scores in Massive Open Online Courses (MOOCs). 315-323 - Nicole Hutchins
Using Teacher Dashboards to Customize Lesson Plans for a Problem-Based, Middle School STEM Curriculum. 324-332 - Andrew Emerson
Multimodal Predictive Student Modeling with Multi-Task Transfer Learning. 333-344 - Vinitra Swamy
Trusting the Explainers: Teacher Validation of Explainable Artificial Intelligence for Course Design. 345-356 - Rachel Van Campenhout
The Doer Effect at Scale: Investigating Correlation and Causation Across Seven Courses. 357-365 - Husni Almoubayyed
Instruction-Embedded Assessment for Reading Ability in Adaptive Mathematics Software. 366-377 - Elizabeth B. Cloude
Online help-seeking occurring in multiple computer-mediated conversations affects grades in an introductory programming course. 378-387 - Rohit Murali
Predicting Co-occurring Emotions in MetaTutor when Combining Eye-Tracking and Interaction Data from Separate User Studies. 388-398 - Ashish Gurung
Identification, Exploration, and Remediation: Can Teachers Predict Common Wrong Answers? 399-410 - Charles Lang
Learning Analytics and Stakeholder Inclusion: What do We Mean When We Say "Human-Centered"? 411-417 - Sehrish Iqbal
Towards Automated Analysis of Rhetorical Categories in Students Essay Writings using Bloom's Taxonomy. 418-429 - Robert G. Moulder
Recurrence Quantification Analysis of Eye Gaze Dynamics During Team Collaboration. 430-440 - Roberta Galici
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
Using a Webcam Based Eye-tracker to Understand Students' Thought Patterns and Reading Behaviors in Neurodivergent Classrooms. 453-463 - Yunsung Kim
The Student Zipf Theory: Inferring Latent Structures in Open-Ended Student Work To Help Educators. 464-475 - Eduardo Davalos
Identifying Gaze Behavior Evolution via Temporal Fully-Weighted Scanpath Graphs. 476-487 - Jade Maï Cock
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
Moral Machines or Tyranny of the Majority? A Systematic Review on Predictive Bias in Education. 499-508 - Hilário Oliveira
Towards explainable prediction of essay cohesion in Portuguese and English. 509-519 - Yoon Lee
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
Automated, content-focused feedback for a writing-to-learn assignment in an undergraduate organic chemistry course. 531-537 - Andrea Franco
Fostering Privacy Literacy among High School Students by Leveraging Social Media Interaction and Learning Traces in the Classroom. 538-544 - René F. Kizilcec
The Role of Gender in Students' Privacy Concerns about Learning Analytics: Evidence from five countries. 545-551 - Max van Haastrecht
Embracing Trustworthiness and Authenticity in the Validation of Learning Analytics Systems. 552-558 - Pankaj Chejara
Impact of window size on the generalizability of collaboration quality estimation models developed using Multimodal Learning Analytics. 559-565 - Andrew Zamecnik
Exploring the Feedback Provision of Mentors and Clients for Teams in Work-Integrated Learning Environments. 566-571 - Songhee Han
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
An Integrated Model of Feedback and Assessment: From fine grained to holistic programmatic review. 579-584 - Daniel Biedermann
Detecting the Disengaged Reader - Using Scrolling Data to Predict Disengagement during Reading. 585-591 - Louis-Vincent Poellhuber
Cluster-Based Performance of Student Dropout Prediction as a Solution for Large Scale Models in a Moodle LMS. 592-598 - Yukyeong Song
Are We on the Same Page? Modeling Linguistic Synchrony and Math Literacy in Mathematical Discussions. 599-605 - Abhinava Barthakur
Advancing leaner profiles with learning analytics: A scoping review of current trends and challenges. 606-612 - Jae-Eun Russell
Instructional Strategies and Student eTextbook Reading. 613-618 - Amber J. Dood
A Dashboard to Provide Instructors with Automated Feedback on Students' Peer Review Comments. 619-625 - Matthew Berland
Joint Choice Time: A Metric for Better Understanding Collaboration in Interactive Museum Exhibits. 626-629 - Paul Hur
Informing Expert Feature Engineering through Automated Approaches: Implications for Coding Qualitative Classroom Video Data. 630-636 - Qianhui Liu
Using submission log data to investigate novice programmers' employment of debugging strategies. 637-643 - Luiz Barboza
Blockly-DS: Blocks Programming for Data Science with Visual, Statistical, Descriptive and Predictive Analysis. 644-649 - Robin Jephthah Rajarathinam
Turn-taking analysis of small group collaboration in an engineering discussion classroom. 650-656 - Fan Zhang
Predicting Students' Algebra I Performance using Reinforcement Learning with Multi-Group Fairness. 657-662 - Kimia Aghaei
How Students' Emotion and Motivation Changes After Viewing Dashboards with Varied Social Comparison Group: A Qualitative Study. 663-669 - Jeremy T. D. Ng
Leveraging LMS Logs to Analyze Self-Regulated Learning Behaviors in a Maker-based Course. 670-676
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