Accepted Papers

Full research papers

  • [Best Full Research Paper Nomination] Quan Nguyen, Michal Huptych and Bart Rienties. Linking students’ timing of engagement to learning design and academic performance: A longitudinal study
  • [Best Full Research Paper Nomination] Mina Shirvani Boroujeni and Pierre Dillenbourg. Discovery and Temporal Analysis of Latent Study Patterns from MOOC Interaction Sequences
  • [Best Full Research Paper Nomination] Ioana Jivet, Maren Scheffel, Hendrik Drachsler and Marcus Specht. License to evaluate: Preparing learning analytics dashboards for the educational practice
  • [Best Full Research Paper Nomination] Yi-Shan Tsai, Pedro Manuel Moreno-Marcos, Kairit Tammets and Dragan Gašević. SHEILA policy framework: informing institutional strategies and policy processes of learning analytics
  • [Best Full Research Paper Nomination] Stephen Fancsali, Guoguo Zheng, Yanyan Tan, Steven Ritter, Susan Berman and April Galyardt. Using Embedded Formative Assessment to Predict State Summative Test Scores
  • Charlotte Larmuseau, Jan Elen and Fien Depaepe. The influence of students’ cognitive and motivational characteristics on use and course performance in a 4C/ID-based online learning environment.
  • María Jesús Rodríguez-Triana, Luis P. Prieto, Alejandra Martínez-Monés, Juan I. Asensio-Pérez and Yannis Dimitriadis. The teacher in the loop: customizing multimodal Learning Analytics for blended learning
  • Juan Miguel Andres, Ryan Baker, Dragan Gašević, George Siemens, Scott Crossley and Srećko Joksimović. Using the MOOC Replication Framework to Examine Course Completion
  • Jacqueline Feild, Nicholas Lewkow, Sean Burns and Karen Gebhardt. A Generalized Classifier to Identify Online Learning Tool Disengagement at Scale
  • Zacharoula Papamitsiou and Anastasios A. Economides. Can’t get more satisfaction? Game-theoretic group-recommendation of educational resources
  • Josh Gardner and Christopher Brooks. Coenrollment Networks and their Relationship to Grades in Undergraduate Education
  • Vitomir Kovanovic, Srecko Joksimovic, Negin Mirriahi, Ellen Blaine, Dragan Gasevic, George Siemens and Shane Dawson. Understand students’ self-reflections through learning analytics
  • Shane Dawson, Oleksandra Poquet, Cassandra Colvin, Tim Rogers, Abelardo Pardo and Dragan Gasevic. Rethinking Learning Analytics Adoption through Complexity Leadership Theory
  • Oleksandra Poquet, Lisa Lim, Negin Mirriahi and Shane Dawson. Video and Learning: A Systematic Review (2007-2017)
  • Kenneth Holstein, Gena Hong, Mera Tegene, Bruce McLaren and Vincent Aleven. The Classrooom as a Dashboard: Co-designing Wearable Cognitive Augmentation for K-12 Teachers
  • Vanessa Echeverria, Roberto Martinez-Maldonado, Roger Granda, Katherine Chiluiza, Cristina Conati and Simon Buckingham Shum. Driving Data Storytelling from Learning Design
  • Analia Cicchinelli, Eduardo Veas, Abelardo Pardo, Viktoria Pammer, Angela Fessl, Carla Barreiros and Stefanie Lindstaedt. Finding traces of self-regulated learning in activity streams
  • Tim van der Zee, Daniel Davis, Nadira Saab, Bas Giesbers, Jasper Ginn, Frans Van Der Sluis, Fred Paas and Wilfried Admiraal. Evaluating Retrieval Practice in a MOOC: How writing and reading summaries of videos affects student learning
  • Daniel Davis, Rene Kizilcec, Claudia Hauff and Geert-Jan Houben. The Half-Life of MOOC Knowledge: A Randomized Trial Evaluating the Testing Effect in MOOCs
  • Katerina Mangaroska, Kshitij Sharma, Michail Giannakos, Hallvard Trætteberg and Pierre Dillenbourg. Gaze Insights into Debugging Behavior Using Learner-Centred Analysis
  • Stefano Fiorini, Adrienne Sewell, Mathew Bumbalough, Pallavi Chauhan, Linda Shepard, George Rehrey and Dennis Groth. An Application of Participatory Action Research in Advising-Focused Learning Analytics
  • Fatima Harrak, François Bouchet, Vanda Luengo and Pierre Gillois. Profiling Students from Their Questions in a Blended Learning Environment
  • Sakinah Alhadad, Simon Knight, Melinda Lewis, Jason Lodge and Kate Thompson. Analytics-enabled teaching as design: Reconceptualisation and call for research
  • Stephen Hutt, Margo Gardner, Donald Kamentz, Angela L. Duckworth and Sidney K. D’Mello. Who Will Make the Cut? Prospectively Predicting College Graduation from Student Applications
  • Zacharoula Papamitsiou, Anastasios A. Economides, Ilias O. Pappas and Michail N. Giannakos. Explaining performance using response-times, self-regulation and satisfaction from content: an fsQCA approach
  • Boyd Potts, Hassan Khosravi, Carl Reidsema, Aneesha Bakharia, Mark Belonogoff and Melanie Fleming. Reciprocal Peer Recommendation for Learning Purposes
  • Alyssa Wise and Yi Cui. Unpacking the Relationship between Discussion Forum Participation and Learning in MOOCs: Content is Key
  • Laura Allen, Aaron Likens and Danielle McNamara. A Multi-Dimensional Analysis of Writing Flexibility in an Automated Writing Evaluation System
  • Aaron Likens, Kathryn McCarthy, Laura Allen and Danielle McNamara. Recurrence Quantification Analysis as a Method for Studying Text Comprehension Dynamics
  • Alexis Lebis, Marie Lefevre, Vanda Luengo and Nathalie Guin. Capitalisation of Analysis Processes : Enabling Reproducibility, Openess and Adaptability thanks to Narration
  • Robert Bodily, Judy Kay, Vincent Aleven, Dan Davis, Ioana Jivet, Franceska Xhakaj and Katrien Verbert. Open learner models and learning analytics dashboards: A systematic review
  • Yujing Chen, Aditya Johri and Huzefa Rangwala. Running Out of STEM: A Comparative Study across STEM Majors of College Students At-Risk of Dropping Out Early
  • Yanjin Long and Vincent Aleven. Accurately Modeling Students’ Knowledge Growth in Equation Solving
  • Kirsty Kitto, Simon Buckingham Shum and Andrew Gibson. Embracing Imperfection in Learning Analytics
  • Oleksandra Poquet, Nia Dowell, Chris Brooks and Shane Dawson. Are MOOC forums changing?

Short research papers

  • [Best Short Research Paper Nomination] Amelia Brennan, Christina Peace and Pablo Munguia. Classroom size, activity and attendance: scaling up drivers of learning space occupation
  • [Best Short Research Paper Nomination] Mollie Dollinger and Jason Lodge. Co-Creation Strategies for Learning Analytics
  • [Best Short Research Paper Nomination] Amna Liaqat and Cosmin Munteanu. Towards a Writing Analytics Framework for Adult English Language Learners
  • [Best Short Research Paper Nomination] Michael Brown, Matt Demonbrun and Stephanie Teasley. Conceptualizing Co-enrollment: Accounting for student experiences across the curriculum
  • [Best Short Research Paper Nomination] Kendra Cooper and Hassan Khosravi. Graph-based Visual Topic Dependency Models: Supporting Assessment Design and Delivery at Scale
  • Eiji Watanabe, Takashi Ozeki and Takeshi Kohama. Analysis of interactions between lecturer and students
  • Patrick Ocheja, Brendan Flanagan and Hiroaki Ogata. Connecting Decentralized Learning Records: A Blockchain Based Learning Analytics Platform
  • Bugeun Kim, Jungwook Rhim, Jihyun Rho, Gunho Lee, Taihyun Hwang and Gahgene Gweon. “I’ll do it!”: Examining the relationship between locus of control and math game retention for preschoolers
  • Victor Kostyuk, Ma. Victoria Almeda and Ryan Baker. Correlating Affect and Behavior in Reasoning Mind with State Test Achievement
  • Roberto Martinez-Maldonado, Vanessa Echeverria, Augusto Dias Pereira Dos Santos, Olga C. Santos and Kalina Yacef. Physical Learning Analytics: A Multimodal Perspective
  • Andrew Gibson and Charles Lang. The Pragmatic Maxim as Learning Analytics Research Method
  • Dirk Tempelaar and Bart Rienties. Investigating learning strategies in a dispositional learning analytics context: the case of worked examples
  • Sandra Milligan. Methodological Foundations for the Measurement of Learning in Learning Analytics
  • Denise Nacu, Jennifer Baltes, Taha Hamid, Jonathan Gemmell and Nichole Pinkard. A Framework for Developing Metrics of Youth Engagement inInformal Learning Environments
  • Tiffany Herder, Zachari Swiecki, Simon Skov Fougt, Andreas Lindenskov Tamborg, Benjamin Brink Allsopp, David Williamson Schaffer and Morten Misfeld. Supporting teachers intervention in students virtual collaboration using a network based model
  • Charles Lang, Leah Macfadyen, Sharon Slade, Paul Prinsloo and Niall Sclater. The Complexities of Developing a Personal Code of Ethics for Learning Analytics Practitioners
  • Nicholas Diana, Michael Eagle, John Stamper, Shuchi Grover, Marie Bienkowski and Satabdi Basu. Data-driven Generation of Rubric Criteria from an Educational Programming Environment
  • Guillaume Durand, Cyril Goutte, Nabil Belacel, Yassine Bouslimani and Serge Léger. A Diagnostic Tool for Competency-Based Education Program Engineering
  • Jaclyn Ocumpaugh, Ryan Baker, Junyi Li, Matthew Labrum and Victor Kostyuk. Student Online Behaviors: Correlations to Math Identity
  • Xavier Ochoa, Federico Domínguez, Bruno Guamán, Ricardo Maya, Gabriel Falcones and James Castells. The RAP System: Automatic Feedback of Oral Presentation Skills using Multimodal Analysis and Low-Cost Sensors
  • Atsushi Shimada, Yuta Taniguchi, Fumiya Okubo, Shinichi Konomi and Hiroaki Ogata. Online Change Detection for Monitoring Individual Student Behavior via Clickstream Data on e-Book System
  • Simon Skov Fougt, Amanda Siebert-Evenstone, Bredndan Eagan, Sara Tabatabai and Morten Misfeldt. Epistemic Network Analysis of students’ longer written assignments as formative/summative evaluation
  • Sarah Taylor and Pablo Manguia. Towards a data archiving solution for learning analytics
  • Martijn Millecamp, Francisco Gutierrez, Sven Charleer, Katrien Verbert and Tinne De Laet. A qualitative evaluation of a learning dashboard to support advisor-student dialogues
  • Tom Broos, Katrien Verbert, Greet Langie, Carolien Van Soom and Tinne De Laet. Multi-institutional Positioning Test Feedback Dashboard for Aspiring Students: Lessons Learnt from a Case Study in Flanders.
  • Marcelo Worsley. (Dis)Engagement Matters: Identifying Efficacious Learning Practices with Multimodal Learning Analytics

Practitioner presentations

  • [Best Practitioner Full Paper Nomination] George Rehrey, Dennis Groth, Stefano Fiorini, Carol Hostetter and Linda Shepard. Implementation of a Student Learning Analytics Fellows Program
  • [Best Practitioner Full Paper Nomination] Chi-Un Lei, Xiangyu Hou, Donn Gonda and Xiao Hu. Evaluating the Adoption of a Badge System based on Seven Principles of Effective Teaching
  • Neil Zimmerman. Using Knowledge Tracing to Tune an Existing Student Teaching Tool
  • John Whitmer, Daniel Nasiatka and Timothy Harfield. Do Students Notice Notifications? Large-Scale Analysis of Student Interactions with Automated Messages about Grade Performance
  • Michael Webb and Paul Bailey. Scaling Nationally: Seven Lessons Learned
  • Ainsley Hainey, Brian Green, Helyn Thornbury-Gould, Howard Ramsay and Catherine Milligan. Developing an Institutional Policy using the RAPID Outcome Monitoring Approach
  • Jo Wake, Nina Morlandsstø, Khoa Pham and Barbara Wasson. The Learning Analytics Portal: The Development of a National Community Resource for Learning Analytics
  • Aleksander Dietrichson and Diego Forteza. Meta-Predictive Retention Risk Modeling: Risk Model Readiness Assessment at Scale with X-Ray Learning Analytics
  • Jenny McDonald, Adon Moskal, Irina Elgort and Catherine Gunn. Analysing student responses: early lessons from a pilot study
  • Irina Elgort, Karsten Lundqvist, Jenny McDonald and Adon Moskal. Analysis of student discussion posts in a MOOC: Proof of concept
  • Elijah Mayfield, David Adamson, Bronwyn Woods, Shayne Miel, Stephanie Butler and Jill Crivelli. Beyond Automated Essay Scoring: Forecasting and Improving Outcomes in Middle and High School Writing
  • Julia Chen, Dennis Foung and Christine Armatas. Adopting Learning Analytics to Enrich Regular Curriculum Review and Enhancement: A Case Study of a University English Programme in Asia
  • Shirin Mojarad, Alfred Essa, Shahin Mojarad and Ryan Baker. Studying Adaptive Learning Efficacy using Propensity Score Matching

Practitioner posters and demos

  • Hian Chye Koh, Jess Wei Chin Tan and Gabriel Gervais. University Leadership and Support in Learning Analytics
  • Adam Cooper. Towards a Semi-open Data Pipeline for Practice and Research
  • Jeremy Pritchard. Use of the Virtual Learning Environment (VLE) and lecture recording does not correlate with student performance in first year Biology modules
  • Kerry Wilkinson, Imogen McNamara, Karina Riggs and David Wilson. Using learning analytics to evaluate course design and student behaviour in an online foundations of wine science course
  • Irma G. Pianucci, Ana M. Jofré and Marcelo Errecalde. Early prediction dropout through assignment delivery in adult e-learning course
  • Tore Hoel and Weiqin Chen. Advancing the Delicate Issue of Ethics and Privacy for Learning analytics
  • Maria Ofelia San Pedro. Discourse Engagement during Online Test Preparation: A Social Network Analysis Approach
  • Ainsley Hainey, Donna Brawley and Brian Green. Using an Adapted Agile Approach as a Staff and Student Engagement Method for Learning Analytics
  • Aurelia Kollasch, Kurt Earnest, K.B. Gwebu and Yang Yang. The Ties that Support: A mixed methods study of how new direct from high school marginalized and international students create and develop academic and social networks given dispersive institutional landscape

Extended abstracts

  • Sarah K. Davis, Rebecca L. Edwards, Mariel Miller and Janni Aragon. Considering Context and Comparing Methodological Approaches in Implementing Learning Analytics at the University of Victoria
  • Jan-Paul Van Staalduinen. Using an iterative, multi-stakeholder process to develop an experience-driven, institution-wide learning analytics policy
  • Qiujie Li, Rachel Baker and Mark Warschauer. Measuring Student Self-regulated Learning in an Online Class
  • Timothy McKay, Galina Grom and Benjamin Koester. Categorization, Intersectionality, and Learning Analytics

Research demos

  • Antonette Shibani. AWA-Tutor: A Platform to Ground Automated Writing Feedback in Robust Learning Design
  • Hui Liang, Brennan Bieck and Christopher Brooks. Scaling MOOC Discourse Analysis with In Situ Coding
  • Boban Vesin, Katerina Mangaroska, Michail Giannakos and Hallvard Trætteberg. ProTuS – Interactive Learning Analytics Tool

Research posters

  • Yi-Shan Tsai, Maren Scheffel and Dragan Gašević. SHEILA policy framework – supporting higher education to integrate learning analytics
  • Cedomir Gladovic. Video Exemplar; From Meaningless to Meaningful
  • Carl C. Haynes, Stephanie D. Teasley, Stephanie Haley and John Whitmer. How am I Doing?: Student-Facing Performance Dashboards in Higher Education
  • Charles Lang, Rinat Levy-Cohen, Charlotte Woo, Benjamin Roberts, Samantha Pepe, Roshan Verma and Yan Xu. Automated Extraction of Learning Goals and Objectives from Syllabi using LDA and Neural Nets
  • Karen Gebhardt, Kelly McKenna and Melanie Long. Identifying Trends in Student Success in Online Economics Courses at a Large State University
  • Masako Furukawa and Kazutsuna Yamaji. Estimation of Learners’ Programming Experience based on Free Descriptions in MOOC Course
  • Toshiyasu Kato, Yasushi Kambayashi, Yuki Terawaki and Yasushi Kodama. Estimating Grades from Students’ Behaviors of Programming Exercises Using Machine Learning
  • Rodrigo Cavalcanti. Report from the Learning Analytics Summit in Medical Education at ICRE 2017
  • Chelsea Daniels, Yoav Bergner, Collin Lynch and Tiffany Barnes. Testing temporal hypotheses about response behavior in Q&A forums using a statistical network model and meta-analysis
  • Ani Aghababyan, Nicholas Lewkow, Sean Burns and Jose Suarez Garcia. Gender differences in confidence reports and in reactions to negative feedback within adaptive learning platforms
  • Okan Arslan, Wanli Xing, Paul Howwitz and Cynthia McIntyre. Examining the influence of socially shared metacognition on group problem solving
  • Robin Pappas and Béatrice Moissinac. Evaluation of Potential Impact of Transition to a BYOD Model via Exploratory Analysis of Device Usage Behaviors and Ownership Using a University’s Network and Computing Resources Logs
  • Ahmad Khanlari. Knowledge Building Discourse Analyzer: A New Tool to Explore if Students Build their Knowledge Through Discourse
  • Keiko Shigeta, Achmad Husni Thamrin and Jun Murai. In-class Programming Exercise Support System with Real-Time Error Information to Learners
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