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14th LAK 2024: Kyoto, Japan
- Proceedings of the 14th Learning Analytics and Knowledge Conference, LAK 2024, Kyoto, Japan, March 18-22, 2024. ACM 2024
Research Articles
- Jay Sloan-Lynch
, Robert Morse
Equity-Forward Learning Analytics: Designing a Dashboard to Support Marginalized Student Success. 1-11 - Tung Phung
Automating Human Tutor-Style Programming Feedback: Leveraging GPT-4 Tutor Model for Hint Generation and GPT-3.5 Student Model for Hint Validation. 12-23 - Riordan Alfredo
SLADE: A Method for Designing Human-Centred Learning Analytics Systems. 24-34 - Elizabeth B. Cloude
Novice programmers inaccurately monitor the quality of their work and their peers' work in an introductory computer science course. 35-45 - Jake Barrett
Improving Model Fairness with Time-Augmented Bayesian Knowledge Tracing. 46-54 - Stephen Hutt
Feedback on Feedback: Comparing Classic Natural Language Processing and Generative AI to Evaluate Peer Feedback. 55-65 - Andres Felipe Zambrano
Long-Term Prediction from Topic-Level Knowledge and Engagement in Mathematics Learning. 66-77 - Abhinava Barthakur
Towards Comprehensive Monitoring of Graduate Attribute Development: A Learning Analytics Approach in Higher Education. 78-89 - Linxuan Zhao
Epistemic Network Analysis for End-users: Closing the Loop in the Context of Multimodal Analytics for Collaborative Team Learning. 90-100 - Lixiang Yan
Generative Artificial Intelligence in Learning Analytics: Contextualising Opportunities and Challenges through the Learning Analytics Cycle. 101-111 - Vanessa Echeverría
TeamSlides: a Multimodal Teamwork Analytics Dashboard for Teacher-guided Reflection in a Physical Learning Space. 112-122 - Erva Nihan Kandemir
Adaptation of the Multi-Concept Multivariate Elo Rating System to Medical Students' Training Data. 123-133 - Hendrik Steinbeck
Millions of Views, But Does It Promote Learning? Analyzing Popular SciComm Production Styles Regarding Learning Success, User Behavior and Perception. 134-144 - Gerti Pishtari
Mirror mirror on the wall, what is missing in my pedagogical goals? The Impact of an AI-Driven Feedback System on the Quality of Teacher-Created Learning Designs. 145-156 - Zheng Fang
Neural Epistemic Network Analysis: Combining Graph Neural Networks and Epistemic Network Analysis to Model Collaborative Processes. 157-166 - Mikaela Elizabeth Milesi
Data Storytelling in Learning Analytics? A Qualitative Investigation into Educators' Perceptions of Benefits and Risks. 167-177 - Yixin Cheng
Evidence-centered Assessment for Writing with Generative AI. 178-188 - Genevieve M. Henricks
The Relation Among Gender, Language, and Posting Type in Online Chemistry Course Discussion Forums. 189-199 - Lan Jiang
Synthetic Dataset Generation for Fairer Unfairness Research. 200-209 - Clara Belitz
Hierarchical Dependencies in Classroom Settings Influence Algorithmic Bias Metrics. 210-218 - Jae H. Paik
The relationships among school engagement, students' emotions, and academic performance in an elementary online learning. 219-230 - Belle Dang
The Unspoken Aspect of Socially Shared Regulation in Collaborative Learning: AI-Driven Learning Analytics Unveiling 'Silent Pauses'. 231-240 - Elizabeth B. Cloude
Exploring Confusion and Frustration as Non-linear Dynamical Systems. 241-252 - Anan Schütt
Does Difficulty even Matter? Investigating Difficulty Adjustment and Practice Behavior in an Open-Ended Learning Task. 253-262 - Manuel Valle Torre
The Sequence Matters in Learning - A Systematic Literature Review. 263-272 - Qurat Ul Ain
Learner Modeling and Recommendation of Learning Resources using Personal Knowledge Graphs. 273-283 - Austin Xu
Large language model augmented exercise retrieval for personalized language learning. 284-294 - Rogers Kaliisa
Have Learning Analytics Dashboards Lived Up to the Hype? A Systematic Review of Impact on Students' Achievement, Motivation, Participation and Attitude. 295-304 - Katerina Mangaroska
Understanding engagement through game learning analytics and design elements: Insights from a word game case study. 305-315 - Sarah Alcock
How do visualizations and automated personalized feedback engage professional learners in a Learning Analytics Dashboard? 316-325 - John Saint
Analytics of scaffold compliance for self-regulated learning. 326-337 - Natalie Brezack
Student Effort and Progress Learning Analytics Data Inform Teachers' SEL Discussions in Math Class. 338-348 - Andres Felipe Zambrano
Investigating Algorithmic Bias on Bayesian Knowledge Tracing and Carelessness Detectors. 349-359 - Ji Yong Cho
Which Planning Tactics Predict Online Course Completion? 360-370 - Conrad Borchers
Revealing Networks: Understanding Effective Teacher Practices in AI-Supported Classrooms using Transmodal Ordered Network Analysis. 371-381 - Krist Shingjergji
Shaping and evaluating a system for affective computing in online higher education using a participatory design and the system usability scale. 382-391 - Qi Zhou
Harnessing Transparent Learning Analytics for Individualized Support through Auto-detection of Engagement in Face-to-Face Collaborative Learning. 392-403 - Danielle R. Thomas
Improving Student Learning with Hybrid Human-AI Tutoring: A Three-Study Quasi-Experimental Investigation. 404-415 - Karen D. Wang
Can Crowdsourcing Platforms Be Useful for Educational Research? 416-425 - Jibril Frej
Finding Paths for Explainable MOOC Recommendation: A Learner Perspective. 426-437 - Tongguang Li
Analytics of Planning Behaviours in Self-Regulated Learning: Links with Strategy Use and Prior Knowledge. 438-449 - Frederik Baucks
Gaining Insights into Course Difficulty Variations Using Item Response Theory. 450-461 - Kirk Vanacore
The Effect of Assistance on Gamers: Assessing The Impact of On-Demand Hints & Feedback Availability on Learning for Students Who Game the System. 462-472 - Wannapon Suraworachet
Predicting challenge moments from students' discourse: A comparison of large language models to other natural language processing approaches. 473-485 - Dominik Glandorf
Temporal and Between-Group Variability in College Dropout Prediction. 486-497 - Karen D. Wang
Discovering Players' Problem-Solving Behavioral Characteristics in a Puzzle Game through Sequence Mining. 498-506 - Ashish Gurung
Multiple Choice vs. Fill-In Problems: The Trade-off Between Scalability and Learning. 507-517 - Chenyu Hou
Prompt-based and Fine-tuned GPT Models for Context-Dependent and -Independent Deductive Coding in Social Annotation. 518-528 - Conrad Borchers
Using Think-Aloud Data to Understand Relations between Self-Regulation Cycle Characteristics and Student Performance in Intelligent Tutoring Systems. 529-539 - Caitlin Snyder
Analyzing Students Collaborative Problem-Solving Behaviors in Synergistic STEM+C Learning. 540-550 - Megan Taylor
Quantifying Collaborative Complex Problem Solving in Classrooms using Learning Analytics. 551-562 - Ikenna Osakwe
Measurement of Self-regulated Learning: Strategies for mapping trace data to learning processes and downstream analysis implications: 0000-0001-7672-4636. 563-575 - Chelsea Chandler
Computational Modeling of Collaborative Discourse to Enable Feedback and Reflection in Middle School Classrooms. 576-586 - Shihui Feng
Heterogenous Network Analytics of Small Group Teamwork: Using Multimodal Data to Uncover Individual Behavioral Engagement Strategies. 587-597 - Shreya K. Sheel
Comparing Authoring Experiences with Spreadsheet Interfaces vs GUIs. 598-607 - Lin Li
Unveiling Goods and Bads: A Critical Analysis of Machine Learning Predictions of Standardized Test Performance in Early Childhood Education. 608-619 - Qinyi Liu
Scaling While Privacy Preserving: A Comprehensive Synthetic Tabular Data Generation and Evaluation in Learning Analytics. 620-631 - Dorottya Demszky
Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform. 632-644 - Debarshi Nath
CTAM4SRL: A Consolidated Temporal Analytic Method for Analysis of Self-Regulated Learning. 645-655 - Sehrish Iqbal
Towards Improving Rhetorical Categories Classification and Unveiling Sequential Patterns in Students' Writing. 656-666 - Deep Dwivedi
Effecti-Net: A Multimodal Framework and Database for Educational Content Effectiveness Analysis. 667-677 - Gloria Milena Fernández Nieto
Data Storytelling Editor: A Teacher-Centred Tool for Customising Learning Analytics Dashboard Narratives. 678-689 - Maxwell Szymanski
Feedback, Control, or Explanations? Supporting Teachers With Steerable Distractor-Generating AI. 690-700 - Mladen Rakovic
Measuring Affective and Motivational States as Conditions for Cognitive and Metacognitive Processing in Self-Regulated Learning. 701-712 - Zhen Xu
Contexts Matter but How? Course-Level Correlates of Performance and Fairness Shift in Predictive Model Transfer. 713-724 - Brandon M. Booth
Human-tutor Coaching Technology (HTCT): Automated Discourse Analytics in a Coached Tutoring Model. 725-735
Short Papers
- Marie-Luce Bourguet
Demonstrating the impact of study regularity on academic success using learning analytics. 736-741 - Anjali Singh
Bridging Learnersourcing and AI: Exploring the Dynamics of Student-AI Collaborative Feedback Generation. 742-748 - Ying Que
Using Multimodal Learning Analytics to Examine Learners' Responses to Different Types of Background Music during Reading Comprehension. 749-756 - Cheryl Sze Yin Wong
Architectural Adaptation and Regularization of Attention Networks for Incremental Knowledge Tracing. 757-762 - Hai Li
Automated Feedback for Student Math Responses Based on Multi-Modality and Fine-Tuning. 763-770 - Yukyeong Song
A Fair Clustering Approach to Self-Regulated Learning Behaviors in a Virtual Learning Environment. 771-778 - Mengtong Xiang
Understanding Knowledge Convergence in a Cross-cultural Online Context: An Individual and Collective Approach. 779-784 - Zaibei Li
Field report for Platform mBox: Designing an Open MMLA Platform. 785-791 - Lea Cohausz
What Fairness Metrics Can Really Tell You: A Case Study in the Educational Domain. 792-799 - Pankaj Chejara
Bringing Collaborative Analytics using Multimodal Data to Masses: Evaluation and Design Guidelines for Developing a MMLA System for Research and Teaching Practices in CSCL. 800-806 - Oleksandra Poquet
The Role of Gender in Citation Practices of Learning Analytics Research. 807-813 - Ryan Garg
Automated Discourse Analysis via Generative Artificial Intelligence. 814-820 - Nora Dunder
Kattis vs ChatGPT: Assessment and Evaluation of Programming Tasks in the Age of Artificial Intelligence. 821-827 - Shashank Sonkar
Code Soliloquies for Accurate Calculations in Large Language Models. 828-835 - Chenglu Li
Analyzing Student Attention and Acceptance of Conversational AI for Math Learning: Insights from a Randomized Controlled Trial. 836-842 - Amelia Leon
Estimating the Causal Treatment Effect of Unproductive Persistence. 843-849 - Rachel Van Campenhout
An Investigation of Automatically Generated Feedback on Student Behavior and Learning. 850-856 - Yinuo Xu
Extracting Course Similarity Signal using Subword Embeddings. 857-863 - Morgan P. Lee
Expert Features for a Student Support Recommendation Contextual Bandit Algorithm. 864-870 - Yeonji Jung
Probing Actionability in Learning Analytics: The Role of Routines, Timing, and Pathways. 871-877 - Sriram Ramanathan
To what extent do responses to a single survey question provide insights into students' sense of belonging? 878-884 - Mohammad Amin Samadi
Minds and Machines Unite: Deciphering Social and Cognitive Dynamics in Collaborative Problem Solving with AI. 885-891 - Hayk Asatryan
Exploring Student Expectations and Confidence in Learning Analytics. 892-898 - Siddhartha Pradhan
Gamification and Deadending: Unpacking Performance Impacts in Algebraic Learning. 899-906 - M. Parvez Rashid
Navigating (Dis)agreement: AI Assistance to Uncover Peer Feedback Discrepancies. 907-914 - Chao Wang
Needs Analysis of Learning Analytics Dashboard for College Teacher Online Professional Learning in an International Training Initiative for the Global South. 915-921 - Zuo Wang
Unveiling Synchrony of Learners' Multimodal Data in Collaborative Maker Activities. 922-928 - Kirsty Kitto
Places to intervene in complex learning systems. 929-935 - Yige Song
A Case Study on University Student Online Learning Patterns Across Multidisciplinary Subjects. 936-942
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