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8th LAK 2018: Sydney, NSW, Australia
- Abelardo Pardo, Kathryn Bartimote-Aufflick, Grace Lynch, Simon Buckingham Shum, Rebecca Ferguson, Agathe Merceron, Xavier Ochoa:
Proceedings of the 8th International Conference on Learning Analytics and Knowledge, LAK 2018, Sydney, NSW, Australia, March 07-09, 2018. ACM 2018
Evaluation & feedback
- Dan Davis, René F. Kizilcec, Claudia Hauff, Geert-Jan Houben:
The half-life of MOOC knowledge: a randomized trial evaluating knowledge retention and retrieval practice in MOOCs. 1-10 - Kendra M. L. Cooper, Hassan Khosravi:
Graph-based visual topic dependency models: supporting assessment design and delivery at scale. 11-15 - Nicholas Diana, Michael Eagle
, John C. Stamper
Data-driven generation of rubric criteria from an educational programming environment. 16-20 - Tiffany Herder, Zachari Swiecki, Simon Skov Fougt
Supporting teachers' intervention in students' virtual collaboration using a network based model. 21-25 - Victor Kostyuk, Ma. Victoria Almeda
Correlating affect and behavior in reasoning mind with state test achievement. 26-30
Dashboards
- Ioana Jivet, Maren Scheffel
License to evaluate: preparing learning analytics dashboards for educational practice. 31-40 - Robert G. Bodily, Judy Kay
Open learner models and learning analytics dashboards: a systematic review. 41-50 - Tom Broos
Multi-institutional positioning test feedback dashboard for aspiring students: lessons learnt from a case study in flanders. 51-55 - Martijn Millecamp, Francisco Gutiérrez, Sven Charleer, Katrien Verbert
A qualitative evaluation of a learning dashboard to support advisor-student dialogues. 56-60
Retention I
- Jacqueline L. Feild, Nicholas Lewkow, Sean Burns, Karen Gebhardt
A generalized classifier to identify online learning tool disengagement at scale. 61-70 - Juan Miguel L. Andres, Ryan S. Baker, Dragan Gasevic
Studying MOOC completion at scale using the MOOC replication framework. 71-78
User-centered design I
- Kenneth Holstein, Gena Hong, Mera Tegene, Bruce M. McLaren, Vincent Aleven:
The classroom as a dashboard: co-designing wearable cognitive augmentation for K-12 teachers. 79-88 - Stefano Fiorini, Adrienne Sewell, Mathew Bumbalough, Pallavi Chauhan, Linda Shepard, George Rehrey, Dennis P. Groth:
An application of participatory action research in advising-focused learning analytics. 89-96 - Mollie Dollinger
Co-creation strategies for learning analytics. 97-101
Discourse I: general
- Fatima Harrak, François Bouchet
PHS profiling students from their questions in a blended learning environment. 102-110 - Aaron D. Likens, Kathryn S. McCarthy
Recurrence quantification analysis as a method for studying text comprehension dynamics. 111-120 - Amna Liaqat, Cosmin Munteanu:
Towards a writing analytics framework for adult english language learners. 121-125 - Simon Skov Fougt
Epistemic network analysis of students' longer written assignments as formative/summative evaluation. 126-130
Dashboards, learning design & video
- Vanessa Echeverría
Driving data storytelling from learning design. 131-140 - Quan Nguyen, Michal Huptych
Linking students' timing of engagement to learning design and academic performance. 141-150 - Oleksandra Poquet, Lisa-Angelique Lim
Video and learning: a systematic review (2007-2017). 151-160
Performance prediction
- Stephen E. Fancsali, Guoguo Zheng, Yanyan Tan, Steven Ritter
Using embedded formative assessment to predict state summative test scores. 161-170 - Charlotte Larmuseau, Jan Elen, Fien Depaepe
The influence of students' cognitive and motivational characteristics on students' use of a 4C/ID-based online learning environment and their learning gain. 171-180 - Zacharoula K. Papamitsiou, Anastasios A. Economides
Explaining learning performance using response-time, self-regulation and satisfaction from content: an fsQCA approach. 181-190
Self-regulation
- Analía Cicchinelli, Eduardo E. Veas
Finding traces of self-regulated learning in activity streams. 191-200 - Dirk T. Tempelaar
Investigating learning strategies in a dispositional learning analytics context: the case of worked examples. 201-205
MOOCs
- Mina Shirvani Boroujeni, Pierre Dillenbourg:
Discovery and temporal analysis of latent study patterns in MOOC interaction sequences. 206-215 - Tim Van der Zee, Dan Davis, Nadira Saab, Bas Giesbers
Evaluating retrieval practice in a MOOC: how writing and reading summaries of videos affects student learning. 216-225 - Boyd A. Potts, Hassan Khosravi
Reciprocal peer recommendation for learning purposes. 226-235
Institutional adoption
- Shane Dawson
Rethinking learning analytics adoption through complexity leadership theory. 236-244
Infrastructure
- Alexis Lebis
Capitalisation of analysis processes: enabling reproducibility, openness and adaptability thanks to narration. 245-254 - Amelia Brennan, Christina Peace, Pablo Munguia
Classroom size, activity and attendance: scaling up drivers of learning space occupation. 255-259 - Sarah Taylor, Pablo Munguia
Towards a data archiving solution for learning analytics. 260-264 - Patrick Ocheja, Brendan Flanagan, Hiroaki Ogata:
Connecting decentralized learning records: a blockchain based learning analytics platform. 265-269
Retention II
- Yujing Chen, Aditya Johri, Huzefa Rangwala:
Running out of STEM: a comparative study across STEM majors of college students at-risk of dropping out early. 270-279 - Stephen Hutt
Prospectively predicting 4-year college graduation from student applications. 280-289 - Bugeun Kim
"I'll do it!": examining the relationship between locus of control and math game retention for preschoolers. 290-294
Academic analytics
- Josh Gardner, Christopher Brooks:
Coenrollment networks and their relationship to grades in undergraduate education. 295-304 - Michael Geoffrey Brown, R. Matthew DeMonbrun, Stephanie D. Teasley:
Conceptualizing co-enrollment: accounting for student experiences across the curriculum. 305-309 - Denise C. Nacu, Jennifer Baltes, Taha Hamid, Jonathan Gemmell, Nichole Pinkard:
A framework for developing metrics of youth engagement in informal learning environments. 310-314 - Guillaume Durand, Cyril Goutte, Nabil Belacel, Yassine Bouslimani
A diagnostic tool for competency-based program engineering. 315-319
Policies
- Yi-Shan Tsai, Pedro Manuel Moreno-Marcos
SHEILA policy framework: informing institutional strategies and policy processes of learning analytics. 320-329
Discourse II: MOOCs
- Alyssa Friend Wise, Yi Cui:
Unpacking the relationship between discussion forum participation and learning in MOOCs: content is key. 330-339 - Oleksandra Poquet, Nia Dowell, Christopher Brooks, Shane Dawson
Are MOOC forums changing? 340-349
Multimodal
- Katerina Mangaroska, Kshitij Sharma, Michail N. Giannakos, Hallvard Trætteberg, Pierre Dillenbourg:
Gaze insights into debugging behavior using learner-centred analysis. 350-359 - Xavier Ochoa
The RAP system: automatic feedback of oral presentation skills using multimodal analysis and low-cost sensors. 360-364 - Marcelo Worsley:
(Dis)engagement matters: identifying efficacious learning practices with multimodal learning analytics. 365-369 - Eiji Watanabe, Takashi Ozeki, Takeshi Kohama:
Analysis of interactions between lecturers and students. 370-374 - Roberto Martínez Maldonado, Vanessa Echeverría
Physical learning analytics: a multimodal perspective. 375-379
Discourse III: writing
- Laura K. Allen, Aaron D. Likens, Danielle S. McNamara:
A multi-dimensional analysis of writing flexibility in an automated writing evaluation system. 380-388 - Vitomir Kovanovic
Understand students' self-reflections through learning analytics. 389-398
Adaptive learning
- Yanjin Long, Kenneth Holstein, Vincent Aleven:
What exactly do students learn when they practice equation solving?: refining knowledge components with the additive factors model. 399-408 - Zacharoula K. Papamitsiou, Anastasios A. Economides
Can't get more satisfaction?: game-theoretic group-recommendation of educational resources. 409-416
User-centered design II
- María Jesús Rodríguez-Triana
The teacher in the loop: customizing multimodal learning analytics for blended learning. 417-426 - Sakinah S. J. Alhadad, Kate Thompson
Analytics-enabled teaching as design: reconceptualisation and call for research. 427-435 - Charles Lang, Leah P. Macfadyen, Sharon Slade, Paul Prinsloo, Niall Sclater:
The complexities of developing a personal code of ethics for learning analytics practitioners: implications for institutions and the field. 436-440
Student behaviour
- Junyi Li, Jaclyn Ocumpaugh, Ryan S. Baker, Stefan Slater, Matthew J. Labrum, Victor Kostyuk, Scott A. Crossley:
Student online behaviors: correlations to math identity. 441-445 - Atsushi Shimada
Online change detection for monitoring individual student behavior via clickstream data on E-book system. 446-450
Theory
- Kirsty Kitto
Embracing imperfection in learning analytics. 451-460 - Andrew Gibson
The pragmatic maxim as learning analytics research method. 461-465 - Sandra K. Milligan:
Methodological foundations for the measurement of learning in learning analytics. 466-470
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