LAK A

107 papers

YearTitle / Authors
2026A Multimodal Analysis of Behavioral and Emotional Dynamics in AR-Supported Collaborative Inquiry.
Xinyue Jiao, Zifeng Liu, Sijie Mei, Su Cai
2026A Novel Approach to Evaluating the Effectiveness of Large Language Models for Multimodal Analysis of Embodied Learning in Classrooms.
Joyce Horn Fonteles, Nithin Sivakumaran, Clayton Cohn, Austin Coursey, Shoubin Yu, Elias Stengel-Eskin, Ashwin T. S., Mohit Bansal, Gautam Biswas
2026A Synergistic Framework for Cognitive Diagnosis with LLM-Empowered Data Augmentation.
Zhenwan Zhu, Rui Zhong, Longxiang Du
2026A Theory Driven Supervised Learning Approach For Math Skill Proficiency Prediction Using Assessment and Practice Data.
Zoheb Hassan Borbora, John Bielinski, Bruce Bray
2026AI Annotation Orchestration: Evaluating LLM Verifiers to Improve the Quality of LLM Annotations in Learning Analytics.
Bakhtawar Ahtisham, Kirk Vanacore, Jinsook Lee, Zhuqian Zhou, Doug Pietrzak, René F. Kizilcec
2026AI Knows Best? The Paradox of Expertise, AI-Reliance, and Performance in Educational Tutoring Decision-Making Tasks.
Eason Chen, Jeffrey Li, Scarlett Huang, Xinyi Tang, Jionghao Lin, Paulo Carvalho, Kenneth R. Koedinger
2026Active Learning Beyond Borders: PEOE Enhancement of Explanatory Understanding in Japanese Undergraduates.
Yugo Hayashi, Shigen Shimojo, Paulo F. Carvalho, Kenneth R. Koedinger
2026An Immediate And Retrospective Analysis Of Stability And Change: Examining Students' Emotion And Motivation Profiles In Response To Outcome-Presenting Learning Analytics Dashboards.
Zhiqing Zheng, Marek Hatala, Arash Ahrar
2026Are rubrics all you need? Towards rubric-based automatic short answer scoring via guided rubric-answer alignment.
Sebastian Gombert, Zhifan Sun, Fabian Zehner, Jannik Lossjew, Tobias Wyrwich, Berrit Katharina Czinczel, David Bednorz, Marcus Kubsch, Daniele Di Mitri, Knut Neumann, Hendrik Drachsler
2026Automated Assessment of Handwritten Math Problems: A Comparison of Prompting Strategies for Open and Closed-source LLMs.
Daniel Rosa, Andreza Falcão, Jamilla Lobo, Everton Souza, Moésio Wenceslau da Silva Filho, Dragan Gasevic, Rafael Ferreira Mello, Luiz A. L. Rodrigues
2026Automated Enrichment of Course Structure into Moodle logs: The Contribution of Context-Aware Structural Information to Advance Learning Analytics.
Daniela Rotelli, Yves Noël, Sébastien Lallé, Vanda Luengo
2026Automatic Short Answer Grading with LLMs: From Memorization to Reasoning.
Longwei Cong, Leon Hammerla, Sonja Hahn, Sebastian Gombert, Hendrik Drachsler, Ulf Kroehne
2026Beyond the Numbers: Socio-Cultural Context as a Frame for Learning Analytics.
Angela E. B. Stewart, Stephen Hutt
2026Beyond the tool: A two-case study of faculty engagement with curriculum analytics for actionable insights.
Mónica Hernández-Campos, Isabel Hilliger, Francisco José García-Peñalvo
2026Brief but Impactful: How Human Tutoring Interactions Shape Engagement in Online Learning.
Conrad Borchers, Ashish Gurung, Qinyi Liu, Danielle R. Thomas, Mohammad Khalil, Kenneth R. Koedinger
2026Can Micro-Behaviours be used for Graph Comprehension Assessment?
Fiorenzo Colarusso, Peter C.-H. Cheng, Ronald R. Grau, Grecia Garcia Garcia, Daniel Raggi, Mateja Jamnik
2026Capturing Professional Skill Development: A Curriculum Analytics Approach.
Vimukthini Jayalath, Abhinava Barthakur, Ryan S. Baker, Shane Dawson, Vitomir Kovanovic
2026Changes in Coding Behavior and Performance Since the Introduction of LLMs.
Yufan Zhang, Jaromir Savelka, Seth Goldstein, Michael Conway
2026Clusters to Validate Knowledge Components: Analysis of an Adaptive Clock Reading Game.
Hanke Vermeiren, Pritam Laskar, Maria Bolsinova, Wim Van Den Noortgate, Han L. J. van der Maas, Abe D. Hofman
2026Collaborative Dialogue Analysis for Productive Problem Solving.
Yeo Jin Kim, Daeun Hong, Xiaotian Zou, Cindy E. Hmelo-Silver, Wookhee Min, Snigdha Chaturvedi, James C. Lester
2026Consistent Performance in Adaptive Learning Technologies as a Measure of Self-Regulated Learning.
Josh Ring, Max Hinne, Inge Molenaar
2026Cyclic Adaptive Private Synthesis for Sharing Real-World Data in Education.
Hibiki Ito, Chia-Yu Hsu, Hiroaki Ogata
2026Data-Driven Evaluation of LLM-Based Ontology Concept Extraction from Programming Learning Content.
Rully Agus Hendrawan, Rafaella Sampaio de Alencar, Alice Micheli, Peter Brusilovsky, Jordan Barria-Pineda, Sergey A. Sosnovsky
2026Designing AI Teachable Agents with Personality: Supporting Student Emotions in Mathematics Learning.
Bailing Lyu, Chenglu Li, Hai Li, Rui Guo
2026Detect, Explain, Act: How Teachers Trust and Use an Explainable Real-Time Monitoring Dashboard to Detect Student Outliers in Class.
Jeroen Ooge, Anissa Faik, Katrien Verbert
2026Detecting Doubt in Reflective Learning: A Learning Analytics Study with Large and Small Language Models.
Eng Lieh Ouh, Kar Way Tan, Siaw Ling Lo, Yuhao Zhang
2026Development and Evaluation of a Dual-Expertise, Utterance-Level Framework for LLM-Based Science Classroom Discourse Analysis.
Jin Eun Yoo, Nam-Hwa Kang, Suna Ryu, Jun-Ki Lee, Youngsun Kwak, Taeuk Kim, Hyeong Gwan Kim, Youngwoo Shin, Uiji Hwang
2026Disagreement as Data: Reasoning Trace Analytics in Multi-Agent Systems.
Elham Tajik, Conrad Borchers, Bahar Shahrokhian, Sebastian Simon, Ali Keramati, Sonika Pal, Sreecharan Sankaranarayanan
2026Disentangling Learning from Judgment: Representation Learning for Open Response Analytics.
Conrad Borchers, Manit Patel, Seiyon M. Lee, Anthony F. Botelho
2026Do All Roads Lead to AI Literacy? Clustering Behavioral Patterns and Examining Outcomes in an Online AI Literacy Module for Secondary School Students.
Zifeng Liu, Linlin Li, Jie Chao, Anupom Mondol, Wanli Xing, Yuanlin Zhang
2026Do High-SES Students Better Overcome Early Difficulties? Testing the Compensatory Advantage Hypothesis in Online University Courses.
Martin Hlosta, Ivan Moser, Geoffray Bonnin, Per Bergamin
2026Early Warning Signals Appear Long Before Dropping Out: An Idiographic Approach Grounded in Complex Dynamic Systems Theory.
Mohammed Saqr, Sonsoles López-Pernas, Santtu Tikka, Markus Spitzer
2026Embedding-Based Rankings of Educational Resources based on Learning Outcome Alignment: Benchmarking, Expert Validation, and Learner Performance.
Mohammadreza Molavi Hajiagha, Mohammad Moein, MohammadReza Tavakoli, Abdolali Faraji, Gábor Kismihók, Stefan T. Mol
2026Emotions in Action: How Students' Regulatory Responses Shape Learning.
Andres Felipe Zambrano, Jaclyn Ocumpaugh, Ryan S. Baker, Jessica Vandenberg
2026Empowering Multimodal Learning Analytics using Agentic AI: A Comprehensive Platform for Simulation-based Clinical Training with Intelligent Assessment.
Duc-Hai Nguyen, Kinza Salim, David Power, Murray Connolly, Ahmed Hamdy, Maya Contreras, Tai Tan Mai, George Shorten, Barry O'Sullivan, Vijayakumar Nanjappan, Hoang D. Nguyen
2026Enhancing LLM-Based Data Annotation with Error Decomposition.
Zhen Xu, Vedant Khatri, Yijun Dai, Xiner Liu, Siyan Li, Xuanming Zhang, Renzhe Yu
2026Evaluating AI-Generated Narrative Feedback on Nonverbal Communication in Student Presentations.
Kevin Cevallos Pilay, Angela Carrera-Rivera, Xavier Ochoa, Jose Cordova-Garcia
2026Evaluating Large Language Model Feedback to Support Teacher Professional Vision: Prompting Strategies and Pre-service Teacher Engagement.
Sirui Ren, Ha Nguyen, Kathleen Stürmer, Manuel Hopp, Richard Göllner, Tim Fütterer
2026Examining Student Interactions with a Pedagogical AI-Assistant for Essay Writing and their Impact on Students' Writing Quality.
Wicaksono Febriantoro, Qi Zhou, Wannapon Suraworachet, Sahan Bulathwela, Andrea Gauthier, Eva Millán, Mutlu Cukurova
2026Expanding Design Heuristics for Supporting Impasse-Driven Learning in a Puzzle Video Game Using a Problem-Solving Framework and Multimodal Network Models.
Zack Carpenter, Yeyu Wang, David DeLiema, Panayiota Kendeou, Matthew L. Bernacki, David Williamson Shaffer
2026Exploring Human-AI collaboration for formative feedback: Insights from a K-12 case study and implications for analytics.
Jostein Kleveland, Michail Giannakos, Yngve Lindvig
2026Exploring Students' Cognitive Engagement with Generative Artificial Intelligence.
Fawzia Alamray, Naif R. Aljohani, Ahmed S. Alfakeeh, Nawaf Alhebaishi, Dragan Gasevic
2026Fifteen Years of Learning Analytics Research: Topics, Trends, and Challenges.
Valdemar Svábenský, Conrad Borchers, Elvin Fortuna, Elizabeth B. Cloude, Dragan Gasevic
2026From Diagnostics to Prediction: A Machine Learning Approach to Understanding Reading Development.
Christopher Steadman, Stephen Hutt, Margaret Opatz, Panayiota Kendeou
2026From Formal Learning to Professional Practice: Automated LLM-based Coding and Visualisation of Team Dialogue in in-situ Healthcare Simulation.
Sachini Samaraweera, Linxuan Zhao, Vanessa Echeverría, Riordan Alfredo, Guanliang Chen, Joy Davis, Sheravika Leonny, Samantha Sevenhuysen, Clifford Connell, Dragan Gasevic, Roberto Martínez-Maldonado, Anuja T. Dharmaratne
2026From Intra-Unit Abort to Completion: Optimizing Engagement in Low-Resource Classrooms.
Amar Lalwani, Kevin Trebing, Harriet Crisp, Aidan Friedberg
2026From Solo Graders to Assisted Annotation: Integrating LLM Suggestions into the Educational Data Creation Pipeline.
Cleon Xavier, Luiz A. L. Rodrigues, Ana Valdo, Ariadne Carvalho, Gabriela Matos, Lucas Kalinke, Ramon Vilela, Erika Resende, Thais Moraes, Matheus Silva, Nara Nobre-Silva, Newarney Torrezão da Costa, Fabíola Gonçalves Coelho Ribeiro, Anderson Pinheiro, Dragan Gasevic, Rafael Ferreira Mello
2026From Wandering to Collaboration: Discourse Patterns in Middle School Generative AI Use.
Daniel Ritchie, Nia Nixon, Tamara P. Tate, Mark Warschauer
2026GenAI Analytics and Pedagogical Configurations: Featuring New Generative AI Systems in Education.
Alejandro Ortega-Arranz, Paraskevi Topali, Pablo García-Zarza, Miguel L. Bote-Lorenzo, Juan I. Asensio-Pérez, Inge Molenaar
2026Generate-Then-Validate: A Novel Question Generation Approach Using Small Language Models.
Yumou Wei, John C. Stamper, Paulo F. Carvalho
2026How Do Students Listen to Each Other When Solving Complex Problems?
Jieyi Li, Laura Graf, Andrew Zamecnik, Arslan Azad, Srecko Joksimovic, Oleksandra Poquet
2026How Pedagogical Agents' Instructional, Cognitive, and Pastoral Conversational Strategies Interactively Shape Students' Learning.
Bailing Lyu, Chenglu Li, Zheng Yao, Hai Li, Rui Guo
2026How can we analyze learners' thinking during their calculus inquiry based on their observed behavior and the logs of manipulating dynamic geometry?
Masataka Kaneko, Takeo Noda
2026How to Assess AI Literacy: Misalignment Between Self-Reported and Objective-Based Measures.
Shan Zhang, Ruiwei Xiao, Anthony F. Botelho, Guanze Liao, Thomas K. F. Chiu, John C. Stamper, Kenneth R. Koedinger
2026Individual vs. Class-Performance Comparison: Impact of Frame of Reference on Students' Outcome Emotions of Pride, Disappointment, Relief, and Shame.
Marek Hatala, Reyhaneh Ahmadi Nokabadi, Özge Nilay Yalçin
2026Investigating Self-regulated Learning Sequences within a Generative AI-based Intelligent Tutoring System.
Jie Gao, Shasha Li, Jianhua Zhang, Shan Li, Tingting Wang
2026Investigating Student Interaction with Competency-Based CS Education.
Maximilian Anzinger, Annika Hecking-Veltman, Maxie Bichmann, Stephan Krusche
2026Is Log-Traced Engagement Enough? Extending Reading Analytics With Trait-Level Flow and Reading Strategy Metrics.
Erwin Daniel López Zapata, Atsushi Shimada
2026LLM-based Multimodal Feedback Produces Equivalent Learning and Better Student Perceptions than Educator Feedback.
Chloe Qianhui Zhao, Jie Cao, Jionghao Lin, Kenneth R. Koedinger
2026Learner Data in Context: Students Would Share Grades and Text but Less So Logs and Video Data.
Sila Salta, Deisy Briceno, Louis Longin, Olga Viberg, Oleksandra Poquet
2026Learning Analytics for Assessment Preparation: Constructing Graphs to Guide Higher-Order Question Generation.
Joel Weijia Lai, Shen Yong Ho, Fun Siong Lim
2026Let Me Try Again: Examining Replay Behavior by Tracing Students' Latent Problem-Solving Pathways.
Shan Zhang, Siddhartha Pradhan, Ji-Eun Lee, Ashish Gurung, Anthony F. Botelho
2026Linking Dashboard Elements and Retrospective Outcome Emotions in Dashboard Feedback: A Transmodal Analysis.
Tianyi Wang, Marek Hatala, Arash Ahrar, Zhiqing Zheng
2026Marked Pedagogies: Examining Linguistic Biases in Personalized Automated Writing Feedback.
Mei Tan, Lena Phalen, Dorottya Demszky
2026Measuring the Impact of Student Gaming Behaviors on Learner Modeling.
Qinyi Liu, Lin Li, Valdemar Svábenský, Conrad Borchers, Mohammad Khalil
2026MedSimAI: Simulation and Formative Feedback Generation to Enhance Deliberate Practice in Medical Education.
Yann Hicke, Jadon Geathers, Kellen Vu, Justin Sewell, Claire Cardie, Jaideep Talwalkar, Dennis L. Shung, Anyanate Gwendolyne Jack, Susannah Cornes, Mackenzi Preston, René F. Kizilcec
2026Modeling Collaborative Problem Solving Dynamics from Group Discourse: A Text-Mining Approach with Synergy Degree Model.
Jianjun Xiao, Cixiao Wang, Wenmei Zhang
2026Modeling Grammatical Hypothesis Testing in Young Learners: A Sequence-Based Learning Analytics Study of Morphosyntactic Reasoning in an Interactive Game.
Thierry Geoffre, Trystan Geoffre
2026Modeling Longitudinal Student Pathways with Explainable Generative Models.
Luwen Huang, Inderjit Dhillon, Karen Willcox
2026Modeling Programming Skills with Source Code Embeddings for Context-aware Exercise Recommendation.
Carlos Eduardo Paulino Silva, João Pedro Medrado Sena, Julio Cesar Soares Dos Reis, André Gustavo dos Santos, Lucas Nascimento Ferreira
2026Multi-Method Triangulation in Idiographic Socio-Emotional Learning Analytics: A Case in Doctoral Education.
Luis Pablo Prieto, Cristina Villa-Torrano
2026Practice as the Key to Success: Understanding the Role of Prior Knowledge, Affective States and Learning Resources in Computer Science Education.
Andres Felipe Zambrano, Jiayi Zhang, Maciej Pankiewicz, Ryan S. Baker
2026Proceedings of the LAK26: 16th International Learning Analytics and Knowledge Conference, LAK 2026, Bergen, Norway, 4 March 2028- 1 May 2026
2026Productive Discussion Moves in Groups Addressing Controversial Issues.
Kyuwon Kim, Jeanhee Lee, Sung-Eun Kim, Hyo-Jeong So
2026Prompting for Teachability: Designing Novice Personas in LLMs for Learning by Teaching Contexts.
Sydney Miller, Nigel Bosch
2026Read the Room or Lead the Room: Understanding Socio-Cognitive Dynamics in Human-AI Teaming.
Jaeyoon Choi, Mohammad Amin Samadi, Spencer Jaquay, Seehee Park, Nia Nixon
2026Revisiting the Hint Button: Consistent Negative Associations Between Unproductive Hint Use and Learning Outcomes in Intelligent Tutoring Systems.
Marshall An, Mahboobeh Mehrvarz, John C. Stamper, Bruce M. McLaren
2026Robust Post-hoc Score Allocation in Exams.
Naoyuki Kita, Jill-Jênn Vie, Koh Takeuchi, Hisashi Kashima
2026Scaffolding Reshapes Dialogic Engagement in Collaborative Problem Solving: Comparative Analysis of Two Approaches.
Kester Yew Chong Wong, Shihui Feng, Sahan Bulathwela, Mutlu Cukurova
2026Scaling Teacher Professional Learning Through Automated Feedback: An Evaluation in K-12 Classrooms.
Jessica Vitale, Alyssa Van Camp, Sarah Miller, Mercedes Ortiz, Sidney D'Mello
2026Sticky Help, Bounded Effects: Session-by-Session Analytics of Teacher Interventions in K-12 Classrooms.
Qiao Jin, Conrad Borchers, Ashish Gurung, Sean Jackson, Sameeksha Agarwal, Cancan Wang, YiChen Yu, Pragati Maheshwary, Vincent Aleven
2026Stochastic Simulation of AI Disclosure Policies: Fairness and Norm Internalization in Learning Analytics.
Yaolan Weng
2026Strengthening Course Transfer Pathways Using Graph-Theoretic Articulation Networks.
Yerin Kwak, Robin Schmucker, Zachary A. Pardos
2026Structuring versus Problematizing: How LLM-based Agents Scaffold Learning in Diagnostic Reasoning.
Fatma Betül Güres, Tanya Nazaretsky, Seyed Parsa Neshaei, Tanja Käser
2026Talking the Talk: Linking Instructional Discourse Patterns to Student In-video Dropout and Learning Outcome.
Zifeng Liu, Wanli Xing, Zhihui Fang
2026Teacher Characteristics Shape Engagement and Outcomes in Online Professional Learning Environments.
Haejin Lee, Amos Jeng, Sarah Burns, Meg Bates, Cheryl Moran, Hana Kearfott, Tiffany Reyes-Denis, Joseph Cimpian, George Vythoulkas, Nigel Bosch, Michelle Perry
2026The Blind Spots in Automated Feedback Generation for Academic Writing.
Toru Sasaki, Rianne Conijn, Martijn C. Willemsen
2026The Effects of AI Feedback on College Students' Reading and Writing Performance in an Intelligent Text Framework.
Siqi Shen, Alyssa Friend Wise, Wesley Morris, Langdon Holmes, Scott R. Hinze, Scott A. Crossley
2026The Learning Analytics Value Chain.
Charles Lang, Yunxi Kong, Geraldine Gray, Jie Gao
2026The Role of LLM-Powered Conversational Agents in Supporting Inquiry in a Narrative-Centered Learning Environment: A Learning Analytics Study.
Namrata Srivastava, Megan Humburg, Sarah K. Burriss, Shruti Jain, Clayton Cohn, Yeo Jin Kim, Umesh Timalsina, Joshua A. Danish, Cindy E. Hmelo-Silver, Krista D. Glazewski, James C. Lester, Gautam Biswas
2026The StudyChat Dataset: Analyzing Student Dialogues With ChatGPT in an Artificial Intelligence Course.
Hunter McNichols, Fareya Ikram, Andrew Lan
2026Toward Just-in-Time Scaffolding: Predicting High-Risk Moments in iVR Speaking Tasks.
Lei Tao, Yanjie Song
2026Toward Trait-Aware Learning Analytics.
Conrad Borchers, Hannah Deininger, Zachary A. Pardos
2026Uncovering Students' Inquiry Patterns in GenAI-Supported Clinical Practice: An Integration of Epistemic Network Analysis and Sequential Pattern Mining.
Jiameng Wei, Dinh Khanh Dang, Kaixun Yang, Emily Stokes, Amna Mazeh, Angelina Lim, David Wei Dai, Joel Moore, Yizhou Fan, Danijela Gasevic, Dragan Gasevic, Guanliang Chen
2026Understanding Gaming the System by Analyzing Self-Regulated Learning in Think-Aloud Protocols.
Jiayi Zhang, Conrad Borchers, Canwen Wang, Vishal Kumar, Leah Teffera, Bruce M. McLaren, Ryan S. Baker
2026Understanding Study Approaches in E-Book Logs and Their Relation to Metacognition and Performance.
Boxuan Ma, Li Chen, Xuewang Geng, Masanori Yamada
2026Understanding and Modeling Math Strategy Use in Intelligent Tutoring Systems.
Abisha Thapa Magar, Asad Uzzaman, Tali Zacks, Stephen Fancsali, Vasile Rus, April Murphy, Ethan Shafran Moltz, Steve Ritter, Deepak Venugopal
2026Understanding and Supporting STEM Students Through Digital Nudging: Evidence-Based Requirements for Learning Analytics Interventions.
Thorleif Harder, Monique Janneck, Amir Madany Mamlouk
2026Unpacking Co-Creation with AI: Understanding Students' Creativity in a Game Design Course.
Wanruo Shi, Abhinava Barthakur, Vitomir Kovanovic, Jingyi Wang, Lixiang Yan, Xibin Han
2026Unveiling Teaching Practices in Higher Education: Leveraging Open-Ended Student Comments in Learning Analytics.
Gabriel Astudillo, Isabel Hilliger, Jorge A. Baier
2026Using Large Language Models to Detect Socially Shared Regulation of Collaborative Learning.
Jiayi Zhang, Conrad Borchers, Clayton Cohn, Namrata Srivastava, Caitlin Snyder, Siyuan Guo, Ashwin T. S., Naveeduddin Mohammed, Haley Noh, Gautam Biswas
2026What Shapes Learner Perceptions of LA Technologies? Demographics, Privacy Dispositions and Contexts.
Oleksandra Poquet, Sila Salta, Louis Longin, Olga Viberg
2026What Students Ask, How a Generative AI Assistant Responds: Exploring Higher Education Students' Dialogues on Learning Analytics Feedback.
Yildiz Uzun, Andrea Gauthier, Mutlu Cukurova
2026When Cognitive Offloading Masks Authentic Ability: Using GenAI-Driven Metacognitive Feedback to Support Valid Game-Based Assessment.
Kejie Shen, Luzhen Tang, Junjie Shang
2026When LLMs Fall Short in Deductive Coding: Model Comparisons and Human-AI Collaboration Workflow Design.
Zijian Li, Luzhen Tang, Mengyu Xia, Xinyu Li, Naping Chen, Dragan Gasevic, Yizhou Fan
2026Who Benefits from Using Intelligent Tutoring Systems, and How Much Use is Optimal? Examining the Effects of School Socioeconomic Status and Intelligent Tutoring System Use on Student Mathematics Learning Outcomes in Australian High Schools.
Brody Hannan, Christian Bokhove
2026Who is Socially Present? Gendered Patterns in Online Higher Education: Combining Manual Coding and Social Network Analysis for Equity in Learning.
Lisa-Maria Norz, Elske Ammenwerth