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ORCID6th LAK 2016: Edinburgh, UK
- Dragan Gasevic, Grace Lynch, Shane Dawson, Hendrik Drachsler, Carolyn Penstein Rosé:
Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, LAK 2016, Edinburgh, United Kingdom, April 25-29, 2016. ACM 2016, ISBN 978-1-4503-4190-5
Discourse analytics
- Ye Chen
, Bei Yu, Xuewei Zhang, Yihan Yu:
Topic modeling for evaluating students' reflective writing: a case study of pre-service teachers' journals. 1-5 - Scott A. Crossley, Luc Paquette, Mihai Dascalu, Danielle S. McNamara, Ryan S. Baker:
Combining click-stream data with NLP tools to better understand MOOC completion. 6-14 - Vitomir Kovanovic, Srecko Joksimovic, Zak Waters, Dragan Gasevic, Kirsty Kitto, Marek Hatala, George Siemens:
Towards automated content analysis of discussion transcripts: a cognitive presence case. 15-24
Learner models
- Xiao Hu, Yinfei Zhang, Samuel Kai-Wah Chu, Xiaobo Ke:
Towards personalizing an e-quiz bank for primary school students: an exploration with association rule mining and clustering. 25-29 - Susan Bull, Blandine Ginon, Clelia Boscolo, Matthew D. Johnson:
Introduction of learning visualisations and metacognitive support in a persuadable open learner model. 30-39 - Radek Pelánek, Jirí Rihák, Jan Papousek:
Impact of data collection on interpretation and evaluation of student models. 40-47
Analytic visualizations and dashboards
- I-Han Hsiao, Sesha Kumar Pandhalkudi Govindarajan, Yi-Ling Lin:
Semantic visual analytics for today's programming courses. 48-53 - Sanam Shirazi Beheshitha, Marek Hatala, Dragan Gasevic, Srecko Joksimovic:
The role of achievement goal orientations when studying effect of learning analytics visualizations. 54-63
Collaborative learning
- Héctor J. Pijeira Díaz, Hendrik Drachsler, Sanna Järvelä, Paul A. Kirschner:
Investigating collaborative learning success with physiological coupling indices based on electrodermal activity. 64-73 - Elizabeth Koh, Antonette Shibani, Jennifer Pei-Ling Tan, Helen Hong:
A pedagogical framework for learning analytics in collaborative inquiry tasks: an example from a teamwork competency awareness program. 74-83 - Mutlu Cukurova, Katerina Avramides, Daniel Spikol, Rose Luckin, Manolis Mavrikis:
An analysis framework for collaborative problem solving in practice-based learning activities: a mixed-method approach. 84-88
LA challenges, accessibility and ethics
- Hendrik Drachsler, Wolfgang Greller:
Privacy and analytics: it's a DELICATE issue a checklist for trusted learning analytics. 89-98 - Martyn Cooper, Rebecca Ferguson, Annika Wolff:
What can analytics contribute to accessibility in e-learning systems and to disabled students' learning? 99-103
Determination of off-task/on-task behaviours
- Beate Grawemeyer, Manolis Mavrikis, Wayne Holmes, Sergio Gutiérrez Santos, Michael Wiedmann, Nikol Rummel:
Affecting off-task behaviour: how affect-aware feedback can improve student learning. 104-113 - Laura K. Allen, Caitlin Mills, Matthew E. Jacovina, Scott A. Crossley, Sidney K. D'Mello, Danielle S. McNamara:
Investigating boredom and engagement during writing using multiple sources of information: the essay, the writer, and keystrokes. 114-123
Learning tools and interventions
- Roberto Martínez Maldonado, Bertrand Schneider, Sven Charleer, Simon Buckingham Shum, Joris Klerkx, Erik Duval:
Interactive surfaces and learning analytics: data, orchestration aspects, pedagogical uses and challenges. 124-133 - Jan Papousek, Vít Stanislav, Radek Pelánek:
Evaluation of an adaptive practice system for learning geography facts. 134-142 - Sokratis Karkalas, Manolis Mavrikis, Oliver Labs:
Towards analytics for educational interactive e-books: the case of the reflective designer analytics platform (RDAP). 143-147
Teaching and teacher analytics
- Luis Pablo Prieto, Kshitij Sharma, Pierre Dillenbourg, María Jesús Rodríguez-Triana:
Teaching analytics: towards automatic extraction of orchestration graphs using wearable sensors. 148-157 - Jen McPherson, Huong Ly Tong, Scott J. Fatt, Danny Y. T. Liu:
Student perspectives on data provision and use: starting to unpack disciplinary differences. 158-167 - Manolis Mavrikis, Sergio Gutiérrez Santos, Alexandra Poulovassilis:
Design and evaluation of teacher assistance tools for exploratory learning environments. 168-172
Institutional perspectives and challenges
- Meghan Oster, Steven Lonn, Matthew D. Pistilli, Michael Geoffrey Brown:
The learning analytics readiness instrument. 173-182 - Ouajdi Manai, Hiroyuki Yamada, Christopher A. Thorn:
Real-time indicators and targeted supports: using online platform data to accelerate student learning. 183-187
MOOC discussion analysis
- Alyssa Friend Wise, Yi Cui, Jovita M. Vytasek:
Bringing order to chaos in MOOC discussion forums with content-related thread identification. 188-197 - Tobias Hecking, Irene-Angelica Chounta, Heinz Ulrich Hoppe:
Investigating social and semantic user roles in MOOC discussion forums. 198-207 - Oleksandra Poquet, Shane Dawson:
Untangling MOOC learner networks. 208-212
Language, writing, and interaction
- Simon Buckingham Shum, Ágnes Sándor, Rosalie Goldsmith, Xiaolong Wang, Randall Bass, Mindy McWilliams:
Reflecting on reflective writing analytics: assessment challenges and iterative evaluation of a prototype tool. 213-222 - Mengxiao Zhu, Yoav Bergner, Yan Zhang, Ryan S. Baker, Yuan Wang, Luc Paquette:
Longitudinal engagement, performance, and social connectivity: a MOOC case study using exponential random graph models. 223-230 - Carrie Demmans Epp:
English language learner experiences of formal and informal learning environments. 231-235
Institutional perspectives
- Marc Wells, Alex Wollenschlaeger, David Lefevre, George D. Magoulas, Alexandra Poulovassilis:
Analysing engagement in an online management programme and implications for course design. 236-240 - Scott Harrison, Renato A. Villano, Grace Lynch, George Chen:
Measuring financial implications of an early alert system. 241-248
Personalization
- Imran Khan, Abelardo Pardo:
Data2U: scalable real time student feedback in active learning environments. 249-253 - Samara Ruiz, Sven Charleer, Maite Urretavizcaya, Joris Klerkx, Isabel Fernández-Castro, Erik Duval:
Supporting learning by considering emotions: tracking and visualization a case study. 254-263 - Arham Muslim, Mohamed Amine Chatti, Tanmaya Mahapatra, Ulrik Schroeder:
A rule-based indicator definition tool for personalized learning analytics. 264-273
Theoretical and conceptual models
- Jonathan M. Kevan, Michael P. Menchaca, Ellen S. Hoffman:
Designing MOOCs for success: a student motivation-oriented framework. 274-278 - Korinn S. Ostrow, Douglas Selent, Yan Wang, Eric Van Inwegen, Neil T. Heffernan, Joseph Jay Williams:
The assessment of learning infrastructure (ALI): the theory, practice, and scalability of automated assessment. 279-288 - Tanja Käser, Severin Klingler, Markus H. Gross:
When to stop?: towards universal instructional policies. 289-298
Methodological reflections
- Zacharoula K. Papamitsiou, Eirini D. Karapistoli, Anastasios A. Economides:
Applying classification techniques on temporal trace data for shaping student behavior models. 299-303 - Jan Renz, Daniel Hoffmann, Thomas Staubitz, Christoph Meinel:
Using A/B testing in MOOC environments. 304-313
Proficiency and positioning
- Srecko Joksimovic, Areti Manataki, Dragan Gasevic, Shane Dawson, Vitomir Kovanovic, Inés Friss de Kereki:
Translating network position into performance: importance of centrality in different network configurations. 314-323 - Behrooz Mostafavi, Tiffany Barnes:
Data-driven proficiency profiling: proof of concept. 324-328
Learning design and analytics
- Aneesha Bakharia, Linda Corrin, Paula G. de Barba, Gregor E. Kennedy, Dragan Gasevic, Raoul Mulder, David Williams, Shane Dawson, Lori Lockyer:
A conceptual framework linking learning design with learning analytics. 329-338 - Bart Rienties, Lisette Toetenel:
The impact of 151 learning designs on student satisfaction and performance: social learning (analytics) matters. 339-343 - Nynke Bos, Saskia Brand-Gruwel:
Student differences in regulation strategies and their use of learning resources: implications for educational design. 344-353
Bayesian modeling
- Yossi Ben David, Avi Segal, Ya'akov (Kobi) Gal:
Sequencing educational content in classrooms using Bayesian knowledge tracing. 354-363 - Francesc Martori, Jordi Cuadros, Lucinio González-Sabaté:
Studying the relationship between BKT fitting error and the skill difficulty index. 364-368 - Ran Liu, Rony Patel, Kenneth R. Koedinger:
Modeling common misconceptions in learning process data. 369-377
xAPI
- Aneesha Bakharia, Kirsty Kitto, Abelardo Pardo, Dragan Gasevic, Shane Dawson:
Recipe for success: lessons learnt from using xAPI within the connected learning analytics toolkit. 378-382
Supporting learning and achievement
- Carly Robinson, Michael Yeomans, Justin Reich, Chris Hulleman, Hunter Gehlbach:
Forecasting student achievement in MOOCs with natural language processing. 383-387 - Kenneth R. Koedinger, Elizabeth A. McLaughlin, Julianna Zhuxin Jia, Norman L. Bier:
Is the doer effect a causal relationship?: how can we tell and why it's important. 388-397 - Xu Wang, Miaomiao Wen, Carolyn P. Rosé:
Towards triggering higher-order thinking behaviors in MOOCs. 398-407
Real time data
- Benedict The, Manolis Mavrikis:
A study on eye fixation patterns of students in higher education using an online learning system. 408-416 - Kshitij Sharma, Hamed S. Alavi, Patrick Jermann, Pierre Dillenbourg:
A gaze-based learning analytics model: in-video visual feedback to improve learner's attention in MOOCs. 417-421
Supporting SRL and 21<sup>st</sup> century skills
- Abelardo Pardo, Feifei Han, Robert A. Ellis:
Exploring the relation between self-regulation, online activities, and academic performance: a case study. 422-429 - Jennifer Pei-Ling Tan, Simon Yang, Elizabeth Koh, Christin Rekha Jonathan:
Fostering 21st century literacies through a collaborative critical reading and learning analytics environment: user-perceived benefits and problematics. 430-434 - Zachary A. Pardos, Yanbo Xu:
Improving efficacy attribution in a self-directed learning environment using prior knowledge individualization. 435-439
Overcoming obstacles
- Drew Hicks, Michael Eagle, Elizabeth Rowe, Jodi Asbell-Clarke, Teon Edwards, Tiffany Barnes:
Using game analytics to evaluate puzzle design and level progression in a serious game. 440-448 - Behnam Taraghi, Anna Saranti, Robert Legenstein, Martin Ebner:
Bayesian modelling of student misconceptions in the one-digit multiplication with probabilistic programming. 449-453 - Yan Wang, Korinn Ostrow, Joseph Beck, Neil T. Heffernan:
Enhancing the efficiency and reliability of group differentiation through partial credit. 454-458
Predictive modelling
- Michael Geoffrey Brown, R. Matthew DeMonbrun, Steven Lonn, Stephen J. Aguilar, Stephanie D. Teasley:
What and when: the role of course type and timing in students' academic performance. 459-468 - Seth Akonor Adjei, Anthony F. Botelho, Neil T. Heffernan:
Predicting student performance on post-requisite skills using prerequisite skill data: an alternative method for refining prerequisite skill structures. 469-473 - Abelardo Pardo, Negin Mirriahi, Roberto Martínez Maldonado, Jelena Jovanovic, Shane Dawson, Dragan Gasevic:
Generating actionable predictive models of academic performance. 474-478
Workshops
- Ulla Ringtved, Sandra Milligan, Linda Corrin:
Learning design and feedback processes at scale: stocktaking emergent theory and practice. 479-480 - Simon Buckingham Shum, Simon Knight, Danielle S. McNamara, Laura K. Allen, Duygu Bektik, Scott A. Crossley:
Critical perspectives on writing analytics. 481-483 - Tobias Ley, Ralf Klamma, Stefanie N. Lindstaedt, Fridolin Wild:
Learning analytics for workplace and professional learning. 484-485 - Roberto Martínez Maldonado, Davinia Hernández-Leo, Abelardo Pardo, Dan Suthers, Kirsty Kitto, Sven Charleer, Naif Radi Aljohani, Hiroaki Ogata:
Cross-LAK: learning analytics across physical and digital spaces. 486-487 - Bodong Chen, Alyssa Friend Wise, Simon Knight, Britte Haugan Cheng:
Putting temporal analytics into practice: the 5th international workshop on temporality in learning data. 488-489 - Anthony Whyte, Prashant Nayak, John Johnston:
LAK16 workshop: extending IMS caliper analytics™ with learning activity profiles. 490-491 - Hendrik Drachsler, Tore Hoel, Adam Cooper, Gábor Kismihók, Alan Berg, Maren Scheffel, Weiqin Chen, Rebecca Ferguson:
Ethical and privacy issues in the design of learning analytics applications. 492-493 - Jim E. Greer, Marco Molinaro, Xavier Ochoa, Timothy A. McKay:
Learning analytics for curriculum and program quality improvement (PCLA 2016). 494-495 - Susan Bull, Blandine Ginon, Judy Kay, Michael D. Kickmeier-Rust, Matthew D. Johnson:
LAL workshop: learning analytics for learners. 496-497 - Xavier Ochoa, Marcelo Worsley, Nadir Weibel, Sharon L. Oviatt:
Multimodal learning analytics data challenges. 498-499 - Annika Wolff, John Moore, Zdenek Zdráhal, Martin Hlosta, Jakub Kuzilek:
Data literacy for learning analytics. 500-501 - Michail N. Giannakos, Demetrios G. Sampson, Lukasz Kidzinski, Abelardo Pardo:
Smart environments and analytics on video-based learning. 502-504 - Christopher A. Brooks, Craig Thompson, Vitomir Kovanovic:
Introduction to data mining for educational researchers. 505-506 - Lalitha Agnihotri, Shirin Mojarad, Nicholas Lewkow, Alfred Essa:
Educational data mining with Python and Apache spark: a hands-on tutorial. 507-508 - Doug Clow, Rebecca Ferguson, Leah Macfadyen, Paul Prinsloo, Sharon Slade:
LAK failathon. 509-511 - Stefan T. Mol, Vladimer Kobayashi, Gábor Kismihók, Catherine Zhao:
Learning through goal setting. 512-513
Posters
- Anouschka van Leeuwen:
Learning analytics in a flipped university course. 514-515 - Shuchi Grover, Marie A. Bienkowski, Amir Tamrakar, Behjat Siddiquie, David A. Salter, Ajay Divakaran:
Multimodal analytics to study collaborative problem solving in pair programming. 516-517 - Xiao Hu, Tzi-Dong Jeremy Ng, Lu Tian, Chi-Un Lei:
Automating assessment of collaborative writing quality in multiple stages: the case of wiki. 518-519 - Rebecca Ferguson, Doug Clow:
Learning analytics community exchange: evidence hub. 520-521 - Daniel Spikol, Katerina Avramides, Mutlu Cukurova:
Exploring the interplay between human and machine annotated multimodal learning analytics in hands-on STEM activities. 522-523 - Kimberle Koile, Andee Rubin, Steve Chapman, Marlene Kliman, Lily T. Ko:
Using machine analysis to make elementary students' mathematical thinking visible. 524-525 - Sandeep M. Jayaprakash, Eitel J. M. Lauría, Pritesh Gandhi, Dinesh Mendhe:
Benchmarking student performance and engagement in an early alert predictive system using interactive radar charts. 526-527 - John Z. Dillon, G. Alex Ambrose, Nirandika Wanigasekara, Malolan Chetlur, Prasenjit Dey, Bikram Sengupta, Sidney K. D'Mello:
Student affect during learning with a MOOC. 528-529 - Danielle Hagood, Cynthia Carter Ching, Sara Schaefer:
Integrating physical activity data in videogames with user-centered dashboards. 530-531 - Beat Adrian Schwendimann, María Jesús Rodríguez-Triana, Andrii Vozniuk, Luis Pablo Prieto, Mina Shirvani Boroujeni, Adrian Holzer, Denis Gillet, Pierre Dillenbourg:
Understanding learning at a glance: an overview of learning dashboard studies. 532-533 - Bart Rienties, Avinash Boroowa, Simon Cross, Lee Farrington-Flint, Christothea Herodotou, Lynda Prescott, Kevin Mayles, Tom Olney, Lisette Toetenel, John Woodthorpe:
Reviewing three case-studies of learning analytics interventions at the open university UK. 534-535 - José A. Ruipérez-Valiente, Pedro J. Muñoz Merino, Carlos Delgado Kloos:
Analyzing students' intentionality towards badges within a case study using Khan academy. 536-537 - Inge Molenaar, Carolien Knoop van Campen:
Learning analytics in practice: the effects of adaptive educational technology Snappet on students' arithmetic skills. 538-539 - Mingyu Feng, Andrew E. Krumm, Alex J. Bowers, Timothy E. Podkul:
Elaborating data intensive research methods through researcher-practitioner partnerships. 540-541 - Yohan Jo, Gaurav Tomar, Oliver Ferschke, Carolyn Penstein Rosé, Dragan Gasevic:
Pipeline for expediting learning analytics and student support from data in social learning. 542-543 - Alan Berg, Maren Scheffel, Hendrik Drachsler, Stefaan Ternier, Marcus Specht:
The dutch xAPI experience. 544-545 - Sandra Milligan, Jiazhen He, James Bailey, Rui Zhang, Benjamin I. P. Rubinstein:
Validity: a framework for cross-disciplinary collaboration in mining indicators of learning from MOOC forums. 546-547
Demos
- Kirsty Kitto, Aneesha Bakharia, Mandy Lupton, Dann Mallet, John Banks, Peter Bruza, Abelardo Pardo, Simon Buckingham Shum, Shane Dawson, Dragan Gasevic, George Siemens, Grace Lynch:
The connected learning analytics toolkit. 548-549 - Xiao Hu, Jason Ip, Koossulraj Sadaful, George Lui, Sam K. W. Chu:
Wikiglass: a learning analytic tool for visualizing collaborative wikis of secondary school students. 550-551 - J. D. Freeman:
Demonstration of the Unizin sentiment visualizer. 552-553
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