The promise and challenges of multimodal learning analytics
Mutlu Cukurova, Michail N. Giannakos, Roberto Martinez-Maldonado
págs. 1441-1449
Multimodal data capabilities for learning: What can multimodal data tell us about learning?
págs. 1450-1484
Multimodal Learning Analytics research with young children: A systematic review
págs. 1485-1504
Multimodal learning analytics for game-based learning
Andrew Emerson, Elizabeth B. Cloude, Roger Azevedo, James Lester
págs. 1505-1526
Temporal analysis of multimodal data to predict collaborative learning outcomes
Jennifer K. Olsen, Kshitij Sharma, Nikol Rummel, Vincent Aleven
págs. 1527-1547
Multimodal learning analytics to investigate cognitive load during online problem solving
Charlotte Larmuseau, Jan Cornelis, Luigi Lancieri, Piet Desmet, Fien Depaepe
págs. 1548-1562
Facial expressions when learning with a Queer History App: Application of the Control Value Theory of Achievement Emotions
págs. 1563-1576
págs. 1577-1596
Round or rectangular tables for collaborative problem solving? A multimodal learning analytics study
Milica Vujovic, Davinia Hernández-Leo, Simone Tassani, Daniel Spikol
págs. 1597-1614
págs. 1615-1630
Enhancing consent forms to support participant decision making in multimodal learning data research
Marc Beardsley, Judit Martínez Moreno, Milica Vujovic, Patricia Santos, Davinia Hernández-Leo
págs. 1631-1652
págs. 1653-1656
págs. 1657-1673
The affordances of AI-enabled automatic scoring applications on learners’ continuous learning intention: An empirical study in China
págs. 1674-1692
Understanding user trust in artificial intelligence-based educational systems: Evidence from China
págs. 1693-1710
Leveraging personality information to improve community recommendation in e-learning platforms
Jianshan Sun, Jie Geng, Xusen Cheng, Mingyue Zhu, Qiyu Xu, Yunli Liu
págs. 1711-1733
Course video recommendation with multimodal information in online learning platforms: A deep learning framework
págs. 1734-1747
Penelope J. Standen, David J. Brown, Mohammad Taheri, Maria J. Galvez Trigo, Helen Boulton, Andrew Burton, Madeline J. Hallewell, James G. Lathe, Nicholas Shopland, Maria A. Blanco Gonzalez, Gosia M. Kwiatkowska, Elena Milli, Stefano Cobello, Annaleda Mazzucato, Marco Traversi, Enrique Hortal Quesada
págs. 1748-1765
págs. 1766-1784
Understanding the focal points and sentiment of learners in MOOC reviews: A machine learning and SC-LIWC-based approach
págs. 1785-1803
págs. 1804-1807
The impact of AI and robotics on physical, social-emotional and intellectual learning outcomes: An integrated analytical framework
págs. 1808-1825
Fostering students’ creativity via educational robotics: An investigation of teachers’ pedagogical practices based on teacher interviews
Yuqin Yang, Yanwen Long, Daner Sun, Jan van Aalst, Sanyin Cheng
págs. 1826-1842
págs. 1843-1863
Humanoid robots in higher education: Evaluating the acceptance of Pepper in the context of an academic writing course using the UTAUT
págs. 1864-1883
Reading with robot and human companions in library literacy activities: A comparison study
págs. 1884-1900
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