Learning analytics and AI: Politics, pedagogy and practices.
págs. 2785-2793
Policy networks, performance metrics and platform markets: Charting the expanding data infrastructure of higher education.
págs. 2794-2809
págs. 2810-2823
Designing educational technologies in the age of AI: A learning sciences‐driven approach.
págs. 2824-2838
Complexity leadership in learning analytics: Drivers, challenges and opportunities.
Yi‐Shan Tsai, Oleksandra Poquet, Dragan Gašević, Shane Dawson, Abelardo Pardo
págs. 2839-2854
págs. 2855-2870
págs. 2871-2884
Supporting and challenging learners through pedagogical agents: Addressing ethical issues through designing for values.
págs. 2885-2901
Escape from the Skinner Box: The case for contemporary intelligent learning environments.
págs. 2902-2919
Intelligent analysis and data visualisation for teacher assistance tools: The case of exploratory learning.
Manolis Mavrikis, Eirini Geraniou, Sergio Gutierrez Santos, Alexandra Poulovassilis
págs. 2920-2942
Explanatory learner models: Why machine learning (alone) is not the answer.
Carolyn P. Rosé, Elizabeth A. McLaughlin, Ran Liu, Kenneth R. Koedinger
págs. 2943-2958
págs. 2959-2973
págs. 2974-2976
págs. 2977-3003
Building pipelines for educational data using AI and multimodal analytics: A "grey‐box" approach.
Kshitij Sharma, Zacharoula Papamitsiou, Michail N. Giannakos
págs. 3004-3031
Artificial intelligence and multimodal data in the service of human decision‐making: A case study in debate tutoring.
págs. 3032-3046
págs. 3047-3063
Empowering online teachers through predictive learning analytics.
Christothea Herodotou, Martin Hlosta, Avinash Boroowa, Bart C. Rienties, Zdenek Zdrahal, Chrysoula Mangafa
págs. 3064-3079
Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review.
págs. 3080-3098
págs. 3099-3118
The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis.
Zhihong Xu, Kausalai K. Wijekumar, Gilbert Ramirez, Xueyan Hu, Robin Irey
págs. 3119-3137
págs. 3138-3155
Understanding students' engagement in MOOCs: An integration of self‐determination theory and theory of relationship quality.
Yongqiang Sun, Linghong Ni, Yiming Zhao, Xiao-Liang Shen, Nan Wang
págs. 3156-3174
Educational videos from a film theory perspective: Relating teacher aims to video characteristics.
Winnifred Wijnker, Arthur Bakker, Tamara van Gog, Paul Drijvers
págs. 3175-3197
The development of mental rotation abilities through robotics‐based instruction: An experience mediated by gender.
José Antonio González-Calero Somoza, Ramón Cózar Gutiérrez, Rafael Villena Taranilla, José Miguel Merino Armero
págs. 3198-3213
págs. 3214-3232
Measurement invariance of the ICT engagement construct and its association with students' performance in China and Germany: Evidence from PISA 2015 data.
págs. 3233-3251
Sometimes more is better: Agent gestures, procedural knowledge and the foreign language learner.
págs. 3252-3263
Alexandra Okada, Ingrid Noguera, Lyubka Alexieva, Anna Rozeva, Serpil Kocdar, Francis Brouns, Tarja Ladonlahti, Denise Whitelock, Ana Elena Guerrero Roldán
págs. 3264-3282
Faculty members' perceptions of online program community and their efforts to sustain it.
Doris U. Bolliger, Craig Erschel Shepherd, H. Victoria Bryant
págs. 3283-3299
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