| 2020 | #Confused and beyond: detecting confusion in course forums using students' hashtags. Shay A. Geller, Nicholas Hoernle, Kobi Gal, Avi Segal, Amy X. Zhang, David R. Karger, Marc T. Facciotti, Michele Igo |
| 2020 | A bayesian model of individual differences and flexibility in inductive reasoning for categorization of examples. Louis Faucon, Jennifer K. Olsen, Pierre Dillenbourg |
| 2020 | An exploratory approach to measuring collaborative engagement in child robot interaction. Yanghee Kim, Sachit Butail, Michael Tscholl, Lichuan Liu, Yunlong Wang |
| 2020 | Analytics of learning strategies: the association with the personality traits. Wannisa Matcha, Dragan Gasevic, Jelena Jovanovic, Nora'ayu Ahmad Uzir, Chris W. Oliver, Andrew Murray, Danijela Gasevic |
| 2020 | Analytics of time management and learning strategies for effective online learning in blended environments. Nora'ayu Ahmad Uzir, Dragan Gasevic, Jelena Jovanovic, Wannisa Matcha, Lisa-Angelique Lim, Anthea Fudge |
| 2020 | Analyzing the consistency in within-activity learning patterns in blended learning. Varshita Sher, Marek Hatala, Dragan Gasevic |
| 2020 | Applying prerequisite structure inference to adaptive testing. Sam Saarinen, Evan Cater, Michael L. Littman |
| 2020 | Are forum networks social networks?: a methodological perspective. Oleksandra Poquet, Liubov Tupikina, Marc Santolini |
| 2020 | Assessment that matters: balancing reliability and learner-centered pedagogy in MOOC assessment. Giora Alexandron, Mary Ellen Wiltrout, Aviram Berg, José A. Ruipérez-Valiente |
| 2020 | Automated insightful drill-down recommendations for learning analytics dashboards. Shiva Shabaninejad, Hassan Khosravi, Marta Indulska, Aneesha Bakharia, Pedro T. Isaías |
| 2020 | Characterizing and influencing students' tendency to write self-explanations in online homework. Yuya Asano, Jaemarie Solyst, Joseph Jay Williams |
| 2020 | Combining analytic methods to unlock sequential and temporal patterns of self-regulated learning. John Saint, Dragan Gasevic, Wannisa Matcha, Nora'ayu Ahmad Uzir, Abelardo Pardo |
| 2020 | Comparing teachers' use of mirroring and advising dashboards. Anouschka van Leeuwen, Nikol Rummel |
| 2020 | Complementing educational recommender systems with open learner models. Solmaz Abdi, Hassan Khosravi, Shazia Sadiq, Dragan Gasevic |
| 2020 | Constructing and predicting school advice for academic achievement: a comparison of item response theory and machine learning techniques. Koen Niemeijer, Remco Feskens, Georg Krempl, Jesse Koops, Matthieu J. S. Brinkhuis |
| 2020 | Data-informed curriculum sequences for a curriculum-integrated game. Ruth Okoilu Akintunde, Preya Shabrina, Veronica Cateté, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford |
| 2020 | Decoding the performance in an out-of-context problem during blocked practice. Sweety Agrawal, Amar Lalwani |
| 2020 | Design of a curriculum analytics tool to support continuous improvement processes in higher education. Isabel Hilliger, Camila Aguirre, Constanza Miranda, Sergio Celis, Mar Pérez-Sanagustín |
| 2020 | Designing for serendipity in a university course recommendation system. Zachary A. Pardos, Weijie Jiang |
| 2020 | Detecting learning in noisy data: the case of oral reading fluency. Beata Beigman Klebanov, Anastassia Loukina, John Lockwood, Van Rynald T. Liceralde, John Sabatini, Nitin Madnani, Binod Gyawali, Zuowei Wang, Jennifer Lentini |
| 2020 | Dialogue attributes that inform depth and quality of participation in course discussion forums. Elaine Farrow, Johanna D. Moore, Dragan Gasevic |
| 2020 | Disciplinary differences in blended learning design: a network analytic study. Alexander Whitelock-Wainwright, Yi-Shan Tsai, Kayley M. Lyons, Svetlana Kaliff, Mike Bryant, Kris Ryan, Dragan Gasevic |
| 2020 | Evaluating teachers' perceptions of students' questions organization. Fatima Harrak, François Bouchet, Vanda Luengo, Pierre Gillois |
| 2020 | Exploration of the robustness and generalizability of the additive factors model. Tomás Effenberger, Radek Pelánek, Jaroslav Cechák |
| 2020 | Exploring exam strategies of successful first year engineering students. Jakub Kuzilek, Zdenek Zdráhal, Jonas Vaclavek, Viktor Fuglik, Jan Skocilas |
| 2020 | Exploring student approaches to learning through sequence analysis of reading logs. Gökhan Akçapinar, Mei-Rong Alice Chen, Rwitajit Majumdar, Brendan Flanagan, Hiroaki Ogata |
| 2020 | Exploring the usage of thermal imaging for understanding video lecture designs and students' experiences. Namrata Srivastava, Sadia Nawaz, Jason M. Lodge, Eduardo Velloso, Sarah M. Erfani, James Bailey |
| 2020 | Focused or stuck together: multimodal patterns reveal triads' performance in collaborative problem solving. Hana Vrzakova, Mary Jean Amon, Angela Stewart, Nicholas D. Duran, Sidney K. D'Mello |
| 2020 | Fostering and supporting empirical research on evaluative judgement via a crowdsourced adaptive learning system. Hassan Khosravi, George Gyamii, Barbara E. Hanna, Jason M. Lodge |
| 2020 | From childhood to maturity: Are we there yet? Mapping the intellectual progress in learning analytics during the past decade. Zacharoula K. Papamitsiou, Michail N. Giannakos, Xavier Ochoa |
| 2020 | From theory to action: developing and evaluating learning analytics for learning design. Korah J. Wiley, Yannis Dimitriadis, Allison Bradford, Marcia C. Linn |
| 2020 | High resolution temporal network analysis to understand and improve collaborative learning. Mohammed Saqr, Jalal Nouri |
| 2020 | How and how well do students reflect?: multi-dimensional automated reflection assessment in health professions education. Yeonji Jung, Alyssa Friend Wise |
| 2020 | How good is my feedback?: a content analysis of written feedback. Anderson Pinheiro Cavalcanti, Arthur Diego, Rafael Ferreira Mello, Katerina Mangaroska, André C. A. Nascimento, Fred Freitas, Dragan Gasevic |
| 2020 | How patterns of students dashboard use are related to their achievement and self-regulatory engagement. Fatemeh Salehian Kia, Stephanie D. Teasley, Marek Hatala, Stuart A. Karabenick, Matthew Kay |
| 2020 | How working memory capacity limits success in self-directed learning: a cognitive model of search and concept formation. Paul Seitlinger, Abida Bibi, Õnne Uus, Tobias Ley |
| 2020 | Inspiration cards workshops with primary teachers in the early co-design stages of learning analytics. Yvonne Vezzoli, Manolis Mavrikis, Asimina Vasalou |
| 2020 | Intergroup and interpersonal forum positioning in shared-thread and post-reply networks. Oleksandra Poquet, Jelena Jovanovic |
| 2020 | Involving teachers in learning analytics design: lessons learned from two case studies. Konstantinos Michos, Charles Lang, Davinia Hernández-Leo, Detra Price-Dennis |
| 2020 | Is faster better?: a study of video playback speed. David Lang, Guanling Chen, Kathy Mirzaei, Andreas Paepcke |
| 2020 | LA-DECK: a card-based learning analytics co-design tool. Carlos Gerardo Prieto-Alvarez, Roberto Martínez Maldonado, Simon Buckingham Shum |
| 2020 | LAK '20: 10th International Conference on Learning Analytics and Knowledge, Frankfurt, Germany, March 23-27, 2020. Christoph Rensing, Hendrik Drachsler |
| 2020 | Learning analytics challenges: trade-offs, methodology, scalability. Radek Pelánek |
| 2020 | Learning analytics dashboards: the past, the present and the future. Katrien Verbert, Xavier Ochoa, Robin De Croon, Raphael A. Dourado, Tinne De Laet |
| 2020 | Learning to represent healthcare providers knowledge of neonatal emergency care: findings from a smartphone-based learning intervention targeting clinicians from LMICs. Timothy Tuti, Chris Paton, Niall Winters |
| 2020 | Learning with background music: a field experiment. Fanjie Li, Xiao Hu, Ying Que |
| 2020 | Learning-centred translucence: an approach to understand how teachers talk about classroom data. Rita Prestigiacomo, Roger Hadgraft, Jane Hunter, Lori Lockyer, Simon Knight, Elise van den Hoven, Roberto Martínez Maldonado |
| 2020 | Let's shine together!: a comparative study between learning analytics and educational data mining. Guanliang Chen, Vitor Rolim, Rafael Ferreira Mello, Dragan Gasevic |
| 2020 | Macro MOOC learning analytics: exploring trends across global and regional providers. José A. Ruipérez-Valiente, Matt Jenner, Thomas Staubitz, Xitong Li, Tobias Rohloff, Sherif A. Halawa, Carlos Turro, Yuan Cheng, Jiayin Zhang, Ignacio M. Despujol, Justin Reich |
| 2020 | Modelling collaborative problem-solving competence with transparent learning analytics: is video data enough? Mutlu Cukurova, Qi Zhou, Daniel Spikol, Lorenzo Landolfi |
| 2020 | Peeking through the classroom window: a detailed data-driven analysis on the usage of a curriculum integrated math game in authentic classrooms. Preya Shabrina, Ruth Okoilu Akintunde, Mehak Maniktala, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford |
| 2020 | Perceptions and expectations about learning analytics from a brazilian higher education institution. Taciana Pontual Falcão, Rafael Ferreira Mello, Rodrigo Lins Rodrigues, Juliana Regueira Basto Diniz, Yi-Shan Tsai, Dragan Gasevic |
| 2020 | Personalized visualizations to promote young learners' SRL: the learning path app. Inge Molenaar, Anne Horvers, Rick Dijkstra, Ryan S. Baker |
| 2020 | Predicting learners' effortful behaviour in adaptive assessment using multimodal data. Kshitij Sharma, Zacharoula K. Papamitsiou, Jennifer K. Olsen, Michail N. Giannakos |
| 2020 | Predicting student performance in interactive online question pools using mouse interaction features. Huan Wei, Haotian Li, Meng Xia, Yong Wang, Huamin Qu |
| 2020 | Predicting student success in a blended learning environment. Steven Van Goidsenhoven, Daria Bogdanova, Galina Deeva, Seppe vanden Broucke, Jochen De Weerdt, Monique Snoeck |
| 2020 | Prediction of students' assessment readiness in online learning environments: the sequence matters. Donia Malekian, James Bailey, Gregor E. Kennedy |
| 2020 | Quantifying data sensitivity: precise demonstration of care when building student prediction models. Charles Lang, Charlotte Woo, Jeanne Sinclair |
| 2020 | R2DE: a NLP approach to estimating IRT parameters of newly generated questions. Luca Benedetto, Andrea Cappelli, Roberto Turrin, Paolo Cremonesi |
| 2020 | Rethinking time-on-task estimation with outlier detection accounting for individual, time, and task differences. Quan Nguyen |
| 2020 | Self-regulated learning and learning analytics in online learning environments: a review of empirical research. Olga Viberg, Mohammad Khalil, Martine Baars |
| 2020 | Slow is good: the effect of diligence on student performance in the case of an adaptive learning system for health literacy. Leon Fadljevic, Katharina Maitz, Dominik Kowald, Viktoria Pammer-Schindler, Barbara Gasteiger-Klicpera |
| 2020 | Smart dictionary for e-book reading analytics. Louis Lecailliez, Brendan Flanagan, Mei-Rong Alice Chen, Hiroaki Ogata |
| 2020 | Socio-temporal dynamics in peer interaction events. Bodong Chen, Oleksandra Poquet |
| 2020 | Supporting actionable intelligence: reframing the analysis of observed study strategies. Jelena Jovanovic, Shane Dawson, Srecko Joksimovic, George Siemens |
| 2020 | Testing the reliability of inter-rater reliability. Brendan R. Eagan, Jais Brohinsky, Jingyi Wang, David Williamson Shaffer |
| 2020 | The SEIRA approach: course embedded activities to promote academic integrity and literacies in first year engineering. Andrea Duff, Andrew Zamecnik, Abelardo Pardo, Elizabeth Smith |
| 2020 | The automated grading of student open responses in mathematics. John A. Erickson, Anthony F. Botelho, Steven McAteer, Ashvini Varatharaj, Neil T. Heffernan |
| 2020 | The privacy paradox and its implications for learning analytics. Yi-Shan Tsai, Alexander Whitelock-Wainwright, Dragan Gasevic |
| 2020 | The relationship between confusion and metacognitive strategies in Betty's Brain. Yingbin Zhang, Luc Paquette, Ryan S. Baker, Jaclyn Ocumpaugh, Nigel Bosch, Anabil Munshi, Gautam Biswas |
| 2020 | Towards automated analysis of cognitive presence in MOOC discussions: a manual classification study. Yuanyuan Hu, Claire Donald, Nasser Giacaman, Zexuan Zhu |
| 2020 | Towards automatic content analysis of social presence in transcripts of online discussions. Maverick Andre Dionisio Ferreira, Vitor Rolim, Rafael Ferreira Mello, Rafael Dueire Lins, Guanliang Chen, Dragan Gasevic |
| 2020 | Towards automatic cross-language classification of cognitive presence in online discussions. Gian Barbosa, Raissa Camelo, Anderson Pinheiro Cavalcanti, Péricles B. C. Miranda, Rafael Ferreira Mello, Vitomir Kovanovic, Dragan Gasevic |
| 2020 | Towards skills-based curriculum analytics: can we automate the recognition of prior learning? Kirsty Kitto, Nikhil Sarathy, Aleksandr Gromov, Ming Liu, Katarzyna Musial, Simon Buckingham Shum |
| 2020 | Towards understanding the lifespan and spread of ideas: epidemiological modeling of participation on Twitter. Sai Santosh Sasank Peri, Bodong Chen, Angela Liegey Dougall, George Siemens |
| 2020 | Trace data from student solutions to genetics problems reveals variance in the processes related to different course outcomes. Melanie E. Peffer, David Quigley, Liza Brusman, Jennifer Avena, Jennifer Knight |
| 2020 | Understanding students' engagement with personalised feedback messages. Hamideh Iraj, Anthea Fudge, Margaret Faulkner, Abelardo Pardo, Vitomir Kovanovic |
| 2020 | Using a cluster-based regime-switching dynamic model to understand embodied mathematical learning. Lu Ou, Alejandro Andrade, Rosa Alberto, Gitte van Helden, Arthur Bakker |
| 2020 | What college students say, and what they do: aligning self-regulated learning theory with behavioral logs. Joshua D. Quick, Benjamin A. Motz, Jamie Israel, Jason Kaetzel |
| 2020 | edX log data analysis made easy: introducing ELAT: An open-source, privacy-aware and browser-based edX log data analysis tool. Manuel Valle Torre, Esther Tan, Claudia Hauff |
| 2020 | iSENS: an integrated approach to combining epistemic and social network analyses. Zachari Swiecki, David Williamson Shaffer |