Table of Contents

• Validity and Reliability of Student Models for Problem-Solving ActivitiesTomás Effenberger, Radek Pelánek. 1-11 [doi]
• The impact of social norms on students' online learning behavior: Insights from two randomized controlled trialsSebastian A. Günther. 12-21 [doi]
• Seeding Course Forums using the Teacher-in-the-LoopEinat Shusterman, Hyunsoo Gloria Kim, Marc T. Facciotti, Michele Igo, Kamali Sripathi, David R. Karger, Avi Segal, Kobi Gal. 22-31 [doi]
• Charting the Design and Analytics Agenda of Learnersourcing SystemsHassan Khosravi, Gianluca Demartini, Shazia W. Sadiq, Dragan Gasevic. 32-42 [doi]
• Footprints at School: Modelling In-class Social Dynamics from Students' Physical Positioning TracesLixiang Yan, Roberto Martínez Maldonado, Beatriz Gallo Cordoba, Joanne Deppeler, Deborah Corrigan, Gloria Fernandez Nieto, Dragan Gasevic. 43-54 [doi]
• Co-Designing for Privacy, Transparency, and Trust in K-12 Learning AnalyticsJune Ahn, Fabio Campos, Ha Nguyen, Maria Hays, Jan Morrison. 55-65 [doi]
• Transforming Everyday Information into Practical Analytics with Crowdsourced Assessment TasksJune Ahn, Ha Nguyen, Fabio Campos, William Young. 66-76 [doi]
• The impact of automatic text translation on classification of online discussions for social and cognitive presencesArthur Barbosa, Maverick Andre Dionisio Ferreira, Rafael Ferreira Mello, Rafael Dueire Lins, Dragan Gasevic. 77-87 [doi]
• Are you with me? Measurement of Learners' Video-Watching Attention with Eye TrackingNamrata Srivastava, Sadia Nawaz, Joshua Newn, Jason M. Lodge, Eduardo Velloso, Sarah M. Erfani, Dragan Gasevic, James Bailey 0001. 88-98 [doi]
• Clickstream Knowledge Tracing: Modeling How Students Answer Interactive Online QuestionsWai-Lun Chan, Dit-Yan Yeung. 99-109 [doi]
• Measuring the Impact of COVID-19 Induced Campus Closure on Student Self-Regulated Learning in Physics Online Learning ModulesTom Zhang, Michelle Taub, Zhongzhou Chen. 110-120 [doi]
• What You Do Predicts How You Do: Prospectively Modeling Student Quiz Performance Using Activity Features in an Online Learning EnvironmentEmily Jensen, Tetsumichi Umada, Nicholas C. Hunkins, Stephen Hutt, Anne Corinne Huggins-Manley, Sidney K. D'Mello. 121-131 [doi]
• What Classroom Audio Tells About Teaching: A Cost-effective Approach for Detection of Teaching Practices Using Spectral Audio FeaturesDanner Schlotterbeck, Pablo Uribe, Roberto Araya, Abelino Jimenez, Daniela Caballero. 132-140 [doi]
• Linguistic Skill Modeling for Second Language AcquisitionBrian Zylich, Andrew S. Lan. 141-150 [doi]
• Using Past Data to Warm Start Active Machine Learning: Does Context Matter?Shamya Karumbaiah, Andrew Lan, Sachit Nagpal, Ryan S. Baker, Anthony Botelho, Neil T. Heffernan. 151-160 [doi]
• A General Multi-method Approach to Data-Driven Redesign of Tutoring SystemsYun Huang, Nikki G. Lobczowski, J. Elizabeth Richey, Elizabeth A. McLaughlin, Michael W. Asher, Judith M. Harackiewicz, Vincent Aleven, Kenneth R. Koedinger. 161-172 [doi]
• Developing an In-Application Shared View Metric to Capture Collaborative Learning in a Multi-Platform Astronomy SimulationMorgan Diederich, Jina Kang, Taehyun Kim, Robb Lindgren. 173-183 [doi]
• A learning analytic approach to unveiling self-regulatory processes in learning tacticsYizhou Fan, John Saint, Shaveen Singh, Jelena Jovanovic 0001, Dragan Gasevic. 184-195 [doi]
• Theory-based learning analytics to explore student engagement patterns in a peer review activityErkan Er, Cristina Villa-Torrano, Yannis A. Dimitriadis, Dragan Gasevic, Miguel L. Bote-Lorenzo, Juan I. Asensio-Pérez, Eduardo Gómez-Sánchez, Alejandra Martínez-Monés. 196-206 [doi]
• A Social Network Analysis of Online Engagement for College Students Traditionally Underrepresented in STEMDestiny Williams-Dobosz, Renato Ferreira Leitão Azevedo, Amos Jeng, Vyom Thakkar, Suma Bhat, Nigel Bosch, Michelle Perry. 207-215 [doi]
• Analyzing the Efficacy of ECoach in Supporting Gateway Course Success Through Tailored SupportRebecca Matz, Kyle Schulz, Elizabeth Hanley, Holly Derry, Benjamin Hayward, Benjamin Köster, Caitlin Hayward, Timothy McKay. 216-225 [doi]
• Modeling Consistency Using Engagement Patterns in Online CoursesJianing Zhou, Suma Bhat. 226-236 [doi]
• A Stakeholder Informed Professional Development Framework to Support Engagement with Learning AnalyticsGeraldine Gray, Ana Schalk, Pauline Rooney, Charles Lang. 237-247 [doi]
• A network analytic approach to integrating multiple quality measures for asynchronous online discussionsElaine Farrow, Johanna D. Moore, Dragan Gasevic. 248-258 [doi]
• Measuring Students' Self-Regulatory Phases in LMS with Behavior and Real-Time Self ReportFatemeh Salehian Kia, Marek Hatala, Ryan S. Baker, Stephanie D. Teasley. 259-268 [doi]
• Investigating the Well-being Impacts of Educational Technologies Supported by Learning Analytics: An application of the initial phase of IEEE P7010 recommended practice to a set of casesEyad Hakami, Davinia Hernández Leo. 269-279 [doi]
• Investigating Student Reflection during Game-Based Learning in Middle Grades ScienceDan Carpenter, Elizabeth B. Cloude, Jonathan P. Rowe, Roger Azevedo, James C. Lester. 280-291 [doi]
• Examining Student Effort on Help through Response Time DecompositionAshish Gurung, Anthony F. Botelho, Neil T. Heffernan. 292-301 [doi]
• A Deep Transfer Learning Approach to Modeling Teacher Discourse in the ClassroomEmily Jensen, Samuel L. Pugh, Sidney K. D'Mello. 302-312 [doi]
• Using Clickstream Data Mining Techniques to Understand and Support First-Generation College Students in an Online Chemistry CourseFernando Rodriguez, Hye Rin Lee, Teomara Rutherford, Christian Fischer, Eric Potma, Mark Warschauer. 313-322 [doi]
• Variational Deep Knowledge Tracing for Language LearningSherry Ruan, Wei Wei, James A. Landay. 323-332 [doi]
• Using process mining to analyse self-regulated learning: a systematic analysis of four algorithmsJohn Saint, Yizhou Fan, Shaveen Singh, Dragan Gasevic, Abelardo Pardo. 333-343 [doi]
• Beyond First Encounters with Analytics: Questions, Techniques and Challenges in Instructors' SensemakingQiujie Li, Yeonji Jung, Alyssa Friend Wise. 344-353 [doi]
• Learning Skill Equivalencies Across Platform TaxonomiesZhi Li, Cheng Ren, Xianyou Li, Zachary A. Pardos. 354-363 [doi]
• Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students' recallLisa-Angelique Lim, Dragan Gasevic, Wannisa Matcha, Nora'Ayu Ahmad Uzir, Shane Dawson. 364-374 [doi]
• Combining Data-Driven Models and Expert Knowledge for Personalized Support to Foster Computational Thinking SkillsSébastien Lallé, Özge Nilay Yalçin, Cristina Conati. 375-385 [doi]
• Modelling Spatial Behaviours in Clinical Team Simulations using Epistemic Network Analysis: Methodology and Teacher EvaluationGloria Milena Fernández Nieto, Roberto Martínez Maldonado, Kirsty Kitto, Simon Buckingham Shum. 386-396 [doi]
• Recommendation for Effective Standardized Exam PreparationHyunbin Loh, Dongmin Shin, Seewoo Lee, Jineon Baek, Chanyou Hwang, Youngnam Lee, Yeongmin Cha, Soonwoo Kwon, Juneyoung Park, Youngduck Choi. 397-404 [doi]
• Detecting Disruptive Talk in Student Chat-Based Discussion within Collaborative Game-Based Learning EnvironmentsKyungjin Park, Hyunwoo Sohn, Bradford W. Mott, Wookhee Min, Asmalina Saleh, Krista D. Glazewski, Cindy E. Hmelo-Silver, James C. Lester. 405-415 [doi]
• Quantum of Choice: How learners' feedback monitoring decisions, goals and self-regulated learning skills are relatedIoana Jivet, Jacqueline Wong, Maren Scheffel, Manuel Valle Torre, Marcus Specht, Hendrik Drachsler. 416-427 [doi]
• Skills Matter: Modeling the relationship between decision making processes and collaborative problem-solving skills during Hidden Profile TasksYiwen Lin, Nia Dowell, Andrew Godfrey. 428-437 [doi]
• Do Instrumentation Tools Capture Self-Regulated Learning?Joep van der Graaf, Lyn Lim, Yizhou Fan, Jonathan Kilgour, Johanna Moore, Maria Bannert, Dragan Gasevic, Inge Molenaar. 438-448 [doi]
• Using Marginal Models to Adjust for Statistical Bias in the Analysis of State TransitionsJeffrey Matayoshi, Shamya Karumbaiah. 449-455 [doi]
• Learning to Work in a Materials Recovery Facility: Can Humans and Machines Learn from Each Other?Harrison Kyriacou, Anand Ramakrishnan, Jacob Whitehill. 456-461 [doi]
• Undergraduate Grade Prediction in Chinese Higher Education Using Convolutional Neural NetworksYupei Zhang, Rui An, Jiaqi Cui, Xuequn Shang. 462-468 [doi]
• Why Birds of a Feather Flock Together: Factors Triaging Students in Online ForumsOleksandra Poquet. 469-474 [doi]
• Learning Analytics as a Service for Empowered Learners: From Data Subjects to ControllersNicole Gosch, David Andrews, Carla Barreiros, Philipp Leitner 0002, Elisabeth Staudegger, Martin Ebner, Stefanie N. Lindstaedt. 475-481 [doi]
• A Teacher-facing Learning Analytics Dashboard for Process-oriented Feedback in Online LearningRaphael A. Dourado, Rodrigo Lins Rodrigues, Nivan Ferreira, Rafael Ferreira Mello, Alex Sandro Gomes, Katrien Verbert. 482-489 [doi]
• SAINT+: Integrating Temporal Features for EdNet Correctness PredictionDongmin Shin, Yugeun Shim, Hangyeol Yu, Seewoo Lee, Byungsoo Kim, Youngduck Choi. 490-496 [doi]
• Modelling Learners in Adaptive Educational Systems: A Multivariate Glicko-based ApproachSolmaz Abdi, Hassan Khosravi, Shazia Wasim Sadiq. 497-503 [doi]
• Early Alert Systems During a Pandemic: A Simulation Study on the Impact of Concept DriftYang Xu, Kevin Wilson. 504-510 [doi]
• Student appreciation of data-driven feedback: A pilot study on OnTaskYi-Shan Tsai, Rafael Ferreira Mello, Jelena Jovanovic, Dragan Gasevic. 511-517 [doi]
• Explorations of Designing Spatial Classroom Analytics with Virtual PrototypingJiWoong Jang, Jaewook Lee, Vanessa Echeverría, LuEttaMae Lawrence, Vincent Aleven. 518-524 [doi]
• Examining the Links between Log Data and Reflective Problem-solving Practices in An Interactive TaskKaren D. Wang, Krishnan Nair, Carl E. Wieman. 525-532 [doi]
• Facilitators First: Building a Tool With Facilitators to Foster a More Collaborative Makerspace Community Through Movement TracesLéonore V. Guillain, Bertrand Schneider. 533-539 [doi]
• Longitudinal Clusters of Online Educator Portal Access: Connecting Educator Behavior to Student OutcomesKirk Vanacore, Kevin Dieter, Lisa Hurwitz, Jamie Studwell. 540-545 [doi]
• An Exact Algorithm for Group Formation to Promote Collaborative LearningZhiru Sun, Marco Chiarandini. 546-552 [doi]
• Timing of Support in One-on-one Math Problem Solving Coaching: A Survival Analysis Approach with Multimodal DataLujie Karen Chen. 553-558 [doi]
• Who wins, who learns? Exploring gameful pedagogy as a technique to support student differencesCaitlin Hayward, Kyle Schulz, Barry Fishman. 559-564 [doi]
• How Did You Get that A? Selectivity's Role in Rising Undergraduate Grades at a Large Public UniversityAugust Evrard, Kyle Schulz, Caitlin Hayward. 565-571 [doi]
• Yet Another Predictive Model? Fair Predictions of Students' Learning Outcomes in an Online Math Learning PlatformChenglu Li, Wanli Xing, Walter L. Leite. 572-578 [doi]
• Multimodal Data Collection Made Easy: The EZ-MMLA Toolkit: A data collection website that provides educators and researchers with easy access to multimodal data streamsJavaria Hassan, Jovin Leong, Bertrand Schneider. 579-585 [doi]
• Detecting High Orders of Cognitive Complexity in Students' Reasoning in Argumentative Writing About Ocean AcidificationBlair A. Winograd, Amber J. Dood, Robert Moeller, Alena Moon, Anne Gere, Ginger Shultz. 586-591 [doi]
• Evaluating a Learning Analytics Dashboard to Visualize Student Self-Reports of Time-on-task: A Case Study in a Latin American UniversityIsabel Hilliger, Constanza Miranda, Gregory Schuit, Fernando Duarte, Martin Anselmo, Denis Parra. 592-598 [doi]
• Which one's more work? Predicting effective credit hours between coursesShruthi Chockkalingam, Run Yu, Zachary A. Pardos. 599-605 [doi]
• Toward Semi-Automatic Misconception Discovery Using Code EmbeddingsYang Shi 0004, Krupal Shah, Wengran Wang, Samiha Marwan, Poorvaja Penmetsa, Thomas W. Price. 606-612 [doi]
• Studying with Learners' Own Music: Preliminary Findings on Concentration and Task LoadFanjie Li, Zuo Wang, Tzi-Dong Jeremy Ng, Xiao Hu 0001. 613-619 [doi]
• Automatic Student Writing Evaluation: Investigating the Impact of Individual Differences on Source-Based WritingPüren Öncel, Lauren E. Flynn, Allison N. Sonia, Kennis E. Barker, Grace C. Lindsay, Caleb M. McClure, Danielle S. McNamara, Laura K. Allen. 620-625 [doi]
• Metadata Analysis of Open Educational ResourcesMohammadReza Tavakoli, Mirette Elias, Gábor Kismihók, Sören Auer. 626-631 [doi]
• Exploring Metrics for the Analysis of Code Submissions in an Introductory Data Science CourseHuy Nguyen, Michelle Lim, Steven Moore, Eric Nyberg, Majd Sakr, John C. Stamper. 632-638 [doi]
• Subversive Learning AnalyticsAlyssa Friend Wise, Juan Pablo Sarmiento, Maurice Boothe Jr.. 639-645 [doi]