Imagen de Portada

Fifteen Years of Learning Analytics Research: Topics, Trends, and Challenges

Fuente: arXiv

Guardado en:

Detalles Bibliográficos
Autores principales:	Švábenský, Valdemar, Borchers, Conrad, Fortuna, Elvin, Cloude, Elizabeth B., Gašević, Dragan
Formato:	Preprint
Publicado:	2026
Materias:	Computers and Society
Acceso en línea:	Acceder al recurso
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Ejemplares similares

Supplementary Materials: Fifteen Years of Learning Analytics Research: Topics, Trends, and Challenges
por: Švábenský, Valdemar, et al.
Publicado: (2026)

Evaluating the Impact of Data Augmentation on Predictive Model Performance
por: Švábenský, Valdemar, et al.
Publicado: (2024)

Open Datasets in Learning Analytics: Trends, Challenges, and Best PRACTICE
por: Švábenský, Valdemar, et al.
Publicado: (2026)

Multimodal Analytics of Cybersecurity Crisis Preparation Exercises: What Predicts Success?
por: Borchers, Conrad, et al.
Publicado: (2026)

Measuring the Impact of Student Gaming Behaviors on Learner Modeling
por: Liu, Qinyi, et al.
Publicado: (2025)

Comparison of Three Programming Error Measures for Explaining Variability in CS1 Grades
por: Švábenský, Valdemar, et al.
Publicado: (2024)

Toward Trait-Aware Learning Analytics
por: Borchers, Conrad, et al.
Publicado: (2026)

PALM: PAnoramic Learning Map Integrating Learning Analytics and Curriculum Map for Scalable Insights Across Courses
por: Ozaki, Mahiro, et al.
Publicado: (2025)

Disentangling Learning from Judgment: Representation Learning for Open Response Analytics
por: Borchers, Conrad, et al.
Publicado: (2025)

Research and Practice of Delivering Tabletop Exercises
por: Vykopal, Jan, et al.
Publicado: (2024)

Representation Learning to Study Temporal Dynamics in Tutorial Scaffolding
por: Borchers, Conrad, et al.
Publicado: (2026)

From Heuristics to Analytics: Forecasting Effort and Progress in Online Learning
por: Qiu, Eric S., et al.
Publicado: (2026)

From Paper to Platform: Evolution of a Novel Learning Environment for Tabletop Exercises
por: Švábenský, Valdemar, et al.
Publicado: (2024)

Who Decides in AI-Mediated Learning? The Agency Allocation Framework
por: Borchers, Conrad, et al.
Publicado: (2026)

Human-Centred Learning Analytics and AI in Education: a Systematic Literature Review
por: Alfredo, Riordan, et al.
Publicado: (2023)

Knowledge Distillation in RNN-Attention Models for Early Prediction of Student Performance
por: Leelaluk, Sukrit, et al.
Publicado: (2024)

Cybersecurity Study Programs: What's in a Name?
por: Vykopal, Jan, et al.
Publicado: (2024)

Ranking-Based At-Risk Student Prediction Using Federated Learning and Differential Features
por: Yoneda, Shunsuke, et al.
Publicado: (2025)

Benchmarking Educational LLMs with Analytics: A Case Study on Gender Bias in Feedback
por: Du, Yishan, et al.
Publicado: (2025)

FATE in MMLA: A Student-Centred Exploration of Fairness, Accountability, Transparency, and Ethics in Multimodal Learning Analytics
por: Jin, Yueqiao, et al.
Publicado: (2024)

Large Language Models as Students Who Think Aloud: Overly Coherent, Verbose, and Confident
por: Borchers, Conrad, et al.
Publicado: (2026)

E2Vec: Feature Embedding with Temporal Information for Analyzing Student Actions in E-Book Systems
por: Miyazaki, Yuma, et al.
Publicado: (2024)

Optimizing Mastery Learning by Fast-Forwarding Over-Practice Steps
por: Xia, Meng, et al.
Publicado: (2025)

Push and Pull in Community College Cross-Enrollment: Remoteness, Articulation, and Student Mobility
por: Borchers, Conrad, et al.
Publicado: (2026)

Does the Doer Effect Exist Beyond WEIRD Populations? Toward Analytics in Radio and Phone-Based Learning
por: Butler, Darren, et al.
Publicado: (2024)

Comparison of Large Language Models for Generating Contextually Relevant Questions
por: Molina, Ivo Lodovico, et al.
Publicado: (2024)

The Agency Gap: How Generative AI Literacy Shapes Independent Writing after AI Support
por: Jin, Yueqiao, et al.
Publicado: (2025)

Beyond Agreement: Rethinking Ground Truth in Educational AI Annotation
por: Thomas, Danielle R., et al.
Publicado: (2025)

From School AI Readiness to Student AI Literacy: A National Multilevel Mediation Analysis of Institutional Capacity and Teacher Capability
por: Guan, Xiu, et al.
Publicado: (2026)

Beyond Self-Regulated Learning Processes: Unveiling Hidden Tactics in Generative AI-Assisted Writing
por: Yang, Kaixun, et al.
Publicado: (2025)

Not All Students Engage Alike: Multi-Institution Patterns in GenAI Tutor Use
por: Chen, Youjie, et al.
Publicado: (2026)

Brief but Impactful: How Human Tutoring Interactions Shape Engagement in Online Learning
por: Borchers, Conrad, et al.
Publicado: (2026)

LLM-Generated Feedback Supports Learning If Learners Choose to Use It
por: Thomas, Danielle R., et al.
Publicado: (2025)

Sticky Help, Bounded Effects: Session-by-Session Analytics of Teacher Interventions in K-12 Classrooms
por: Jin, Qiao, et al.
Publicado: (2026)

The Digital Divide in Generative AI: Evidence from Large Language Model Use in College Admissions Essays
por: Lee, Jinsook, et al.
Publicado: (2026)

LECTOR: Summarizing E-book Reading Content for Personalized Student Support
por: Zapata, Erwin Daniel López, et al.
Publicado: (2025)

Generative AI in Higher Education: A Global Perspective of Institutional Adoption Policies and Guidelines
por: Jin, Yueqiao, et al.
Publicado: (2024)

The FLoRA Engine: Using Analytics to Measure and Facilitate Learners' own Regulation Activities
por: Li, Xinyu, et al.
Publicado: (2024)

Understanding Gaming the System by Analyzing Self-Regulated Learning in Think-Aloud Protocols
por: Zhang, Jiayi, et al.
Publicado: (2026)

Understanding Student Effort Using Response-Time Propensities During Problem Solving
por: Borchers, Conrad, et al.
Publicado: (2026)