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12th LAK 2022: Virtual Event, USA
- LAK 2022: 12th International Learning Analytics and Knowledge Conference, Online Event, USA, March 21 - 25, 2022. ACM 2022, ISBN 978-1-4503-9573-1
Full Research Papers
- Tanya Nazaretsky
, Carmel Bar, Michal Walter, Giora Alexandron:
Empowering Teachers with AI: Co-Designing a Learning Analytics Tool for Personalized Instruction in the Science Classroom. 1-12 - Lixiang Yan, Linxuan Zhao, Dragan Gasevic, Roberto Martínez Maldonado:
Scalability, Sustainability, and Ethicality of Multimodal Learning Analytics. 13-23 - Shamya Karumbaiah, Ryan Baker, Yan Tao, Ziyang Liu:
How does Students' Affect in Virtual Learning Relate to Their Outcomes? A Systematic Review Challenging the Positive-Negative Dichotomy. 24-33 - Ha Nguyen, William Young:
Knowledge Construction and Uncertainty in Real World Argumentation: A Text Analysis Approach. 34-44 - Yingbo Ma, Mehmet Celepkolu, Kristy Elizabeth Boyer:
Detecting Impasse During Collaborative Problem Solving with Multimodal Learning Analytics. 45-55 - Tanya Nazaretsky
An Instrument for Measuring Teachers' Trust in AI-Based Educational Technology. 56-66 - Jay Sloan-Lynch, Nathanael Gay
Too Fast for Their Own Good: Analyzing a Decade of Student Exercise Responses to Explore the Impact of Math Solving Photo Apps. 67-76 - Zilong Pan, Min Liu:
The effects of learning analytics hint system in supporting students problem-solving. 77-86 - Lixiang Yan, Roberto Martínez Maldonado, Linxuan Zhao, Joanne Deppeler, Deborah Corrigan, Dragan Gasevic:
How do Teachers Use Open Learning Spaces? Mapping from Teachers' Socio-spatial Data to Spatial Pedagogy. 87-97 - Qian Zhang
Grade 5 Students' Elective Replay After Experiencing Failures in Learning Fractions in an Educational Game: When Does Replay After Failures Benefit Learning? 98-106 - Angela M. Zavaleta Bernuy, Ziwen Han, Hammad Shaikh, Qi Yin Zheng, Lisa-Angelique Lim, Anna N. Rafferty
How can Email Interventions Increase Students' Completion of Online Homework? A Case Study Using A/B Comparisons. 107-118 - Xinyuan Chang, Bingxin Wang, Bowen Hui:
Towards an Automatic Approach for Assessing Program Competencies. 119-129 - Mladen Rakovic, Yizhou Fan, Joep van der Graaf, Shaveen Singh
Using Learner Trace Data to Understand Metacognitive Processes in Writing from Multiple Sources. 130-141 - Efrat Vinker, Amir Rubinstein:
Mining Code Submissions to Elucidate Disengagement in a Computer Science MOOC. 142-151 - Mohammad Khalil
A Comparison of Learning Analytics Frameworks: a Systematic Review. 152-163 - Meng Xia
Understanding Distributed Tutorship in Online Language Tutoring. 164-174 - Stanislav Pozdniakov, Roberto Martínez Maldonado, Yi-Shan Tsai, Mutlu Cukurova
The Question-driven Dashboard: How Can We Design Analytics Interfaces Aligned to Teachers' Inquiry? 175-185 - Taciana Pontual Falcão, Rodrigo Lins Rodrigues, Cristian Cechinel, Diego Dermeval, Elaine Harada Teixeira de Oliveira, Isabela Gasparini, Rafael D. Araújo, Tiago T. Primo, Dragan Gasevic, Rafael Ferreira Mello:
A Penny for your Thoughts: Students and Instructors' Expectations about Learning Analytics in Brazil. 186-196 - Tom Zhang, Michelle Taub, Zhongzhou Chen:
A Multi-Level Trace Clustering Analysis Scheme for Measuring Students' Self-Regulated Learning Behavior in a Mastery-Based Online Learning Environment. 197-207 - Samuel L. Pugh, Arjun Ramesh Rao
Do Speech-Based Collaboration Analytics Generalize Across Task Contexts? 208-218 - Gloria Milena Fernández Nieto, Kirsty Kitto
Beyond the Learning Analytics Dashboard: Alternative Ways to Communicate Student Data Insights Combining Visualisation, Narrative and Storytelling. 219-229 - Nicholas C. Hunkins, Sean Kelly, Sidney D'Mello:
"Beautiful work, you're rock stars!": Teacher Analytics to Uncover Discourse that Supports or Undermines Student Motivation, Identity, and Belonging in Classrooms. 230-238 - Serena Nicoll, Kerrie A. Douglas
Giving Feedback on Feedback: An Assessment of Grader Feedback Construction on Student Performance. 239-249 - Ben Hicks
Thinking with causal models: A visual formalism for collaboratively crafting assumptions. 250-259 - Kimberly Williamson, René F. Kizilcec:
A Review of Learning Analytics Dashboard Research in Higher Education: Implications for Justice, Equity, Diversity, and Inclusion. 260-270 - Jonathan Vasquez Verdugo
FairEd: A Systematic Fairness Analysis Approach Applied in a Higher Educational Context. 271-281 - Jionghao Lin
Exploring the Politeness of Instructional Strategies from Human-Human Online Tutoring Dialogues. 282-293 - Walter L. Leite, Samrat Roy, Nilanjana Chakraborty, George Michailidis, Anne Corinne Huggins-Manley
A novel video recommendation system for algebra: An effectiveness evaluation study. 294-303 - Iman YeckehZaare
Semester-level Spacing but Not Procrastination Affected Student Exam Performance. 304-314 - Sehrish Iqbal, Zachari Swiecki, Srecko Joksimovic, Rafael Ferreira Mello, Naif R. Aljohani, Saeed-Ul Hassan, Dragan Gasevic:
Uncovering Associations Between Cognitive Presence and Speech Acts: A Network-Based Approach. 315-325 - Antonette Shibani
Questioning learning analytics? Cultivating critical engagement as student automated feedback literacy. 326-335 - Daniela Rotelli
Time-on-Task Estimation by data-driven Outlier Detection based on Learning Activities. 336-346 - Mohammad Khalil
Tweetology of Learning Analytics: What does Twitter tell us about the trends and development of the field? 347-357 - Sambit Praharaj
Towards Collaborative Convergence: Quantifying Collaboration Quality with Automated Co-located Collaboration Analytics. 358-369 - Linxuan Zhao, Lixiang Yan, Dragan Gasevic, Samantha Dix, Hollie Jaggard
Modelling Co-located Team Communication from Voice Detection and Positioning Data in Healthcare Simulation. 370-380 - Yi-Shan Tsai, Shaveen Singh
Charting Design Needs and Strategic Approaches for Academic Analytics Systems through Co-Design. 381-391 - Namrata Srivastava
Effects of Internal and External Conditions on Strategies of Self-regulated Learning: A Learning Analytics Study. 392-403 - Rafael Ferreira Mello, Giuseppe Fiorentino, Hilário Oliveira, Péricles B. C. de Miranda, Mladen Rakovic, Dragan Gasevic:
Towards automated content analysis of rhetorical structure of written essays using sequential content-independent features in Portuguese. 404-414 - Máverick André Dionísio Ferreira, Rafael Ferreira Mello, Vitomir Kovanovic
NASC: Network analytics to uncover socio-cognitive discourse of student roles. 415-425
Short Research Papers
- Sylvio Rüdian, Moritz Dittmeyer, Niels Pinkwart:
Challenges of using auto-correction tools for language learning. 426-431 - Chenglu Li, Wanli Xing, Walter L. Leite:
Do Gender and Race Matter? Supporting Help-Seeking with Fair Peer Recommenders in an Online Algebra Learning Platform. 432-437 - Mengxia Zhu, Siqi Han, Peisen Yuan, Xuesong Lu:
Enhancing Programming Knowledge Tracing by Interacting Programming Skills and Student Code. 438-443 - Tzi-Dong Jeremy Ng
Needs Analysis and Prototype Evaluation of Student-facing LA Dashboard for Virtual Reality Content Creation. 444-450 - Tzi-Dong Jeremy Ng
Towards Multi-modal Evaluation of Eye-tracked Virtual Heritage Environment. 451-457 - Kyosuke Takami
Educational Explainable Recommender Usage and its Effectiveness in High School Summer Vacation Assignment. 458-464 - Paul Hur, Nigel Bosch
Tracking Individuals in Classroom Videos via Post-processing OpenPose Data. 465-471 - Jiayu Li, Huiyong Li
Self-directed Extensive Reading Supported with GOAL System: Mining Sequential Patterns of Learning Behavior and Predicting Academic Performance. 472-477 - Vanessa Echeverría, Marisol Wong-Villacres, Xavier Ochoa
An Exploratory Evaluation of a Collaboration Feedback Report. 478-484 - Rebecca L. Matz, Albert M. Lee, Robin R. Fowler, Caitlin Hayward:
Teammates Stabilize over Time in How They Evaluate Their Team Experiences. 485-491 - Amber J. Dood
PeerBERT: Automated Characterization of Peer Review Comments across Courses. 492-499 - Bodong Chen, Xinran Zhu
Socio-Semantic Network Motifs Framework for Discourse Analysis. 500-506 - Maurice Boothe Jr., Collin Yu, Armanda Lewis, Xavier Ochoa
Towards a Pragmatic and Theory-Driven Framework for Multimodal Collaboration Feedback. 507-513 - Andrew E. Krumm, Andrew Coulson, Julie Neisler:
Defining Productive Struggle in ST Math: Implications for Developing Indicators of Learning Behaviors and Strategies in Digital Learning Environments. 514-520 - Aileen Benedict, Erfan Al-Hossami, Mohsen Dorodchi, Alexandria Benedict, Sandra Wiktor:
Pilot Recommender System Enabling Students to Indirectly Help Each Other and Foster Belonging Through Reflections. 521-527 - Qiujie Li, Yeonji Jung
Unpacking Instructors' Analytics Use: Two Distinct Profiles for Informing Teaching. 528-534 - Juan Pablo Sarmiento, Alyssa Friend Wise:
Participatory and Co-Design of Learning Analytics: An Initial Review of the Literature. 535-541 - Hatim Lahza
Effects of Technological Interventions for Self-regulation: A Control Experiment in Learnersourcing. 542-548 - Boyi Li, Tsubasa Minematsu, Yuta Taniguchi, Fumiya Okubo, Atsushi Shimada:
How Does Analysis of Handwritten Notes Provide Better Insights for Learning Behavior? 549-555 - Stephen J. Aguilar:
Experimental Evidence of Performance Feedback vs. Mastery Feedback on Students' Academic Motivation. 556-562 - MohammadReza Tavakoli, Abdolali Faraji, Mohammadreza Molavi, Stefan T. Mol
Hybrid Human-AI Curriculum Development for Personalised Informal Learning Environments. 563-569 - Riordan Brennan, Debbie Perouli:
Generating and Evaluating Collective Concept Maps. 570-576 - Barbara Slibar, Jelena Gusic Mundjar
Co-occurrence patterns of issues and guidelines related to ethics and privacy of learning analytics in higher education - literature review. 577-582
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