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Learning Analytics and Educational Data Mining in Practice: A Systematic Literature Review of Empirical Evidence

Educational technology & society, 2014-10, Vol.17 (4), p.49-64

2014

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Educational Data Literacy

1, 2022

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Exploring autonomous learning capacity from a self‐regulated learning perspective using learning analytics

British journal of educational technology, 2019-11, Vol.50 (6), p.3138-3155

2019

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Towards utilising emerging technologies to address the challenges of using Open Educational Resources: a vision of the future

Educational technology research and development, 2021-04, Vol.69 (2), p.515-532

2021

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Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences

Smart learning environments, 2021-09, Vol.8 (1), p.1-26, Article 18

2021

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Educational Data Analytics for Teachers and School Leaders

1st Edition 2023, 2023

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Responsible AI for Digital Health: a Synthesis and a Research Agenda

Information systems frontiers, 2023-12, Vol.25 (6), p.2139-2157

2023

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Building pipelines for educational data using AI and multimodal analytics: A “grey‐box” approach

British journal of educational technology, 2019-11, Vol.50 (6), p.3004-3031

2019

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Efforts in Europe for Data-Driven Improvement of Education – A Review of Learning Analytics Research in Seven Countries

International Journal of Learning Analytics and Artificial Intelligence for Education, 2019, Vol.1 (1), p.8-27

2019

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The impact of on‐demand metacognitive help on effortful behaviour: A longitudinal study using task‐related visual analytics

Journal of computer assisted learning, 2021-02, Vol.37 (1), p.109-126

2021

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Utilizing Multimodal Data Through fsQCA to Explain Engagement in Adaptive Learning

IEEE transactions on learning technologies, 2020-10, Vol.13 (4), p.689-703

2020

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Exhibiting achievement behavior during computer-based testing: What temporal trace data and personality traits tell us?

Computers in human behavior, 2017-10, Vol.75, p.423-438

2017

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Motivating Students in Collaborative Activities With Game-Theoretic Group Recommendations

IEEE transactions on learning technologies, 2020-04, Vol.13 (2), p.374-386

2020

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Modelling Learners’ Behaviour: A Novel Approach Using GARCH with Multimodal Data

Transforming Learning with Meaningful Technologies, p.450-465

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Mapping the Intellectual Progress in e-Business, e-Services and e-Society from 2001 to 2019

Responsible Design, Implementation and Use of Information and Communication Technology, 2020, p.252-265

2020

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Temporal learning analytics visualizations for increasing awareness during assessment

International Journal of Educational Technology in Higher Education, 2015-07, Vol.12 (3), p.129-147

2015

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Process Mining of Interactions During Computer-Based Testing for Detecting and Modelling Guessing Behavior

Learning and Collaboration Technologies, p.437-449

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Fostering Learners’ Performance with On-demand Metacognitive Feedback

Transforming Learning with Meaningful Technologies, p.423-435

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Predicting learners' effortful behaviour in adaptive assessment using multimodal data

Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, 2020, p.480-489

2020

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Mapping child–computer interaction research through co-word analysis

International Journal of Child-Computer Interaction, 2020-06, Vol.23-24, p.100165, Article 100165

2020

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Towards the alignment of computer-based assessment outcome with learning goals: The LAERS architecture

2013 IEEE Conference on e-Learning, e-Management and e-Services, 2013, p.13-17

2013

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Temporal Learning Analytics for Adaptive Assessment

Journal of Learning Analytics, 2014-12, Vol.1 (3), p.165-168

2014

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Computing Education Research Landscape through an Analysis of Keywords

Proceedings of the 2020 ACM Conference on International Computing Education Research, 2020, p.102-112

2020

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The Evidence of Impact and Ethical Considerations of Multimodal Learning Analytics: A Systematic Literature Review

The Multimodal Learning Analytics Handbook, p.289-325

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From childhood to maturity: Are we there yet? Mapping the intellectual progress in learning analytics during the past decade

Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, 2020, p.559-568

2020

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Learning Analytics and Educational Data Mining in Practice: A Systematic Literature Review of Empirical Evidence

Educational Data Literacy

Exploring autonomous learning capacity from a self‐regulated learning perspective using learning analytics

Towards utilising emerging technologies to address the challenges of using Open Educational Resources: a vision of the future

Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences

Educational Data Analytics for Teachers and School Leaders

Responsible AI for Digital Health: a Synthesis and a Research Agenda

Building pipelines for educational data using AI and multimodal analytics: A “grey‐box” approach

Efforts in Europe for Data-Driven Improvement of Education – A Review of Learning Analytics Research in Seven Countries

The impact of on‐demand metacognitive help on effortful behaviour: A longitudinal study using task‐related visual analytics

Utilizing Multimodal Data Through fsQCA to Explain Engagement in Adaptive Learning

Exhibiting achievement behavior during computer-based testing: What temporal trace data and personality traits tell us?

Motivating Students in Collaborative Activities With Game-Theoretic Group Recommendations

Modelling Learners’ Behaviour: A Novel Approach Using GARCH with Multimodal Data

Mapping the Intellectual Progress in e-Business, e-Services and e-Society from 2001 to 2019

Temporal learning analytics visualizations for increasing awareness during assessment

Process Mining of Interactions During Computer-Based Testing for Detecting and Modelling Guessing Behavior

Fostering Learners’ Performance with On-demand Metacognitive Feedback

Predicting learners' effortful behaviour in adaptive assessment using multimodal data

Mapping child–computer interaction research through co-word analysis

Towards the alignment of computer-based assessment outcome with learning goals: The LAERS architecture

Temporal Learning Analytics for Adaptive Assessment

Computing Education Research Landscape through an Analysis of Keywords

The Evidence of Impact and Ethical Considerations of Multimodal Learning Analytics: A Systematic Literature Review

From childhood to maturity: Are we there yet? Mapping the intellectual progress in learning analytics during the past decade

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